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Author: Kamila Danilowicz-Gösele Publisher: ISBN: Category : Languages : en Pages : 32
Book Description
This paper studies the determinants of academic success using a unique administrative data set of a German university. We show that high school grades are strongly associated with both graduation probabilities and final grades, whereas variables measuring social origin or income have only a smaller impact. Moreover, the link between high school performance and university success is shown to vary substantially across faculties. In some fields of study, the probability of graduating is rather low, while grades are quite good conditional on high school performance. In others, weaker students have a greater chance of graduating, but grades are more differentiated.
Author: Kamila Danilowicz-Gösele Publisher: ISBN: Category : Languages : en Pages : 32
Book Description
This paper studies the determinants of academic success using a unique administrative data set of a German university. We show that high school grades are strongly associated with both graduation probabilities and final grades, whereas variables measuring social origin or income have only a smaller impact. Moreover, the link between high school performance and university success is shown to vary substantially across faculties. In some fields of study, the probability of graduating is rather low, while grades are quite good conditional on high school performance. In others, weaker students have a greater chance of graduating, but grades are more differentiated.
Author: Erik E. Morales Publisher: Peter Lang ISBN: 9780820467634 Category : Education Languages : en Pages : 180
Book Description
Promoting Academic Resilience in Multicultural America combines biographical sketches of resilient students, examples of effective programs designed to encourage resilience, recent research in the field, and their own experiences of resilient academics of color. The book illustrates exactly how academic success occurs within traditionally challenged learning environments. The authors focus most closely on the crucial transition between high school and college. The individuals spotlighted and programs outlined cross racial, gender, socioeconomic, and ethnic lines, and include African American, Hispanic, and white students. In part, the authors conclude that there are specific multidimensional protective factors that work collaboratively to enable the success of these exceptional students. It is the detailed exploration of these phenomena that lie at the heart of this work and that has the potential to help all children excel. Among other uses, this book could be a valuable addition to a college freshmen seminar series, a foundations of education course, a course on multiculturalism in America and/or any course focused on basic educational psychology.
Author: Wesley R. Habley Publisher: John Wiley & Sons ISBN: 0470888431 Category : Education Languages : en Pages : 513
Book Description
INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.
Author: Mark David Shishim Publisher: ISBN: 9781267649324 Category : Languages : en Pages : 81
Book Description
This study, using responses from 1,040 students, explored predictive relationships between well-being variables (self-efficacy, optimism, hope, gratitude and grit) and intention to persist as an undergraduate. The combination of hope and gratitude significantly predicted variance in student persistence, suggesting further exploration of these measures for intervention and prevention of student attrition. This study is considered a pilot for a future longitudinal study of college student well-being and protective factors. The intended audience is college leaders interested in higher inference measures of student persistence.
Author: Tia Brown McNair Publisher: John Wiley & Sons ISBN: 1119119510 Category : Education Languages : en Pages : 215
Book Description
Boost student success by reversing your perspective on college readiness The national conversation asking "Are students college-ready?" concentrates on numerous factors that are beyond higher education's control. Becoming a Student-Ready College flips the college readiness conversation to provide a new perspective on creating institutional value and facilitating student success. Instead of focusing on student preparedness for college (or lack thereof), this book asks the more pragmatic question of what are colleges and universities doing to prepare for the students who are entering their institutions? What must change in an institution's policies, practices, and culture in order to be student-ready? Clear and concise, this book is packed with insightful discussion and practical strategies for achieving your ambitious student success goals. These ideas for redesigning practices and policies provide more than food for thought—they offer a real-world framework for real institutional change. You'll learn: How educators can acknowledge their own biases and assumptions about underserved students in order to allow for change New ways to advance student learning and success How to develop and value student assets and social capital Strategies and approaches for creating a new student-focused culture of leadership at every level To truly become student-ready, educators must make difficult decisions, face the pressures of accountability, and address their preconceived notions about student success head-on. Becoming a Student-Ready College provides a reality check based on today's higher education environment.
Author: Erin Bentrim Publisher: Taylor & Francis ISBN: 1000980375 Category : Education Languages : en Pages : 311
Book Description
Sense of belonging refers to the extent a student feels included, accepted, valued, and supported on their campus. The developmental process of belonging is interwoven with the social identity development of diverse college students. Moreover, belonging is influenced by the campus environment, relationships, and involvement opportunities as well as a need to master the student role and achieve academic success. Although the construct of sense of belonging is complex and multilayered, a consistent theme across the chapters in this book is that the relationship between sense of belonging and intersectionality of identity cannot be ignored, and must be integrated into any approach to fostering belonging.Over the last 10 years, colleges and universities have started grappling with the notion that their approaches to maintaining and increasing student retention, persistence, and graduation rates were no longer working. As focus shifted to uncovering barriers to student success while concurrently recognizing student success as more than solely academic factors, the term “student sense of belonging” gained traction in both academic and co-curricular settings. The editors noticed the lack of a consistent definition, or an overarching theoretical approach, as well as a struggle to connect disparate research. A compendium of research, applications, and approaches to sense of belonging did not exist, so they brought this book into being to serve as a single point of reference in an emerging and promising field of study.
Author: Aaron S. Horn Publisher: ISBN: Category : Languages : en Pages : 14
Book Description
This brief elaborates three social psychological factors that influence student success during college: goal commitment; academic engagement, and social identification. Students glean a sense of direction and meaning from long-term goals related to the completion of a postsecondary credential, a specific timeline for graduation, and the future competencies that will be acquired. Whether students realize a high level of academic achievement largely hinges on the degree to which they are cognitively, affectively, and behaviorally engaged in their academic work. Identification with a campus community fulfills a fundamental human need for belonging, forges an affective attachment to the institution, and helps to align students' academic goals with institutional norms. A robust understanding of such factors is crucial to effectively designing and evaluating institutional policies and practices conducive to student success.
Author: Marcia Calloway Publisher: ISBN: Category : Academic achievement Languages : en Pages : 63
Book Description
"The population of first-generation college students continues to increase in four-year universities (McCarron & Inkelas, 2006), but the dropout rate is also increasing. Forty-three percent of first-generation students enroll in postsecondary universities, but only 24% graduate with a bachelor's degree (US Department of Education, 2009). Students with degree holding parents (i.e. continuing-generation students have a 68% graduation rate. This variance could be attributed to differential support factors for first-generation and continuing-generation students success is less available to them as they begin their higher education. The present study seeks to determine factors that differentially predict college adjustment for first-generation and continuing-generation students.
Author: Kamila Danilowicz-Gösele
Author: Kamila Danilowicz-Gösele
Author: Erik E. Morales
Author: Elisa Rose Birch
Author: Wesley R. Habley
Author: Mark David Shishim
Author: Tia Brown McNair
Author: Erin Bentrim
Author: Aaron S. Horn
Author: Marcia Calloway
Author: