Predicting 6-Year Graduation and High-Achieving and At-Risk Students PDF Download

Author: Dmitri Rogulkin
Publisher:
ISBN:
Category :
Languages : en
Pages : 7

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Book Description
The second year of college can be as important as the first year but far fewer studies have been conducted on second-year students. About 12% of students leave California State University - Fresno during or after their second year. In this report, we examined second year students to find the differences between those who graduate and those who leave. A decision tree data mining model was used to identify factors that predict students' graduation. A clustering model was used to classify 5 groups of students by multiple characteristics including their graduation rate (which ranges from 99% for one group to 14% for another). The findings showed that staying on track, which was defined as reaching sophomore level no later than the end of the third semester, and cumulative GPA after the first year were the most influential factors in predicting six-year graduation. Potential interventions that may benefit certain groups were suggested. (Contains 5 notes, 3 tables, and 1 figure.).

Author:
Publisher:
ISBN: 9781878477538
Category : College attendance
Languages : en
Pages : 55

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Book Description
"The report examines retention and degree attainment of 210,056 first-time, full-time students at 356 four-year non-profit institutions, using a combination of CIRP (Cooperative Institutional Research Program) Freshman Survey data and student graduation data from the National Student Clearinghouse"--Publisher's web site.

Author: National Academy of Education
Publisher: National Academies Press
ISBN: 0309163072
Category : Education
Languages : en
Pages : 154

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Book Description
High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.

Author: John Zilvinskis
Publisher: Taylor & Francis
ISBN: 1000971872
Category : Education
Languages : en
Pages : 331

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Book Description
Research shows that enriching learning experiences such as learning communities, service-learning, undergraduate research, internships, and senior culminating experiences – collectively known as High-Impact Practices (HIPs) – are positively associated with student engagement; deep, and integrated learning; and personal and educational gains for all students – particularly for historically underserved students, including first-generation students and racially minoritized populations. While HIPs’ potential benefits for student learning, retention, and graduation are recognized and are being increasingly integrated across higher education programs, much of that potential remains unrealized; and their implementation frequently uneven. Colleges are eager to use the HIP nomenclature for recruitment, promoting equity for traditionally underserved student populations, and preparing lifelong learners and successful professionals. However, HIPs defy easy categorization or standardized implementation. They rely on fidelity, quality, and consistency – being “done well” – to achieve their learning outcomes; and, above all, require attention to access and equity if they are to fulfill their promise of benefitting all student populations equally.The goal of Delivering on the Promise of High-Impact Practices is to provide examples from around the country of the ways educators are advancing equity, promoting fidelity, achieving scale, and strengthening assessment of their own local high-impact practices. Its chapters bring together the best current scholarship, methodologies, and evidence-based practices within the HIPs field, illustrating new approaches to faculty professional development, culture and coalition building, research and assessment, and continuous improvement that help institutions understand and extend practices with a demonstrated high impact. For proponents and practitioners this book offers perspectives, data and critiques to interrogate and improve practice. For administrators it provides an understanding of what’s needed to deliver the necessary support.

Author: Wang-Kin Chiu
Publisher: Frontiers Media SA
ISBN: 2832547028
Category : Education
Languages : en
Pages : 164

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Book Description
In our digital era, harnessing innovations and emerging technologies to support teaching and learning has been an important research area in the field of education around the world. In science/STEM education, technologies can be leveraged to present and visualize scientific theories and concepts effectively, while the development of pedagogic innovations usually requires collective, inter-disciplinary research efforts. In addition, emerging technologies can better support teachers to assess students’ learning performance in STEM subjects and offer students viable virtual environments to facilitate laboratory-based learning, thereby contributing to sustainable development in both K-12 and higher education.

Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 148

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Author: Alan Seidman
Publisher: Rowman & Littlefield
ISBN: 1475872364
Category : Education
Languages : en
Pages : 359

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Book Description
College student retention continues to be a top priority among colleges, universities, educators, federal and state legislatures, parents and students. While access to higher education is virtually universally available, many students who start in a higher education program do not complete the program or achieve their academic and personal goals. In spite of the programs and services colleges and universities have devoted to this issue, student retention and graduation rates have not improved considerably over time. College Student Retention: Formula for Student Success, Third Edition offers a solution to this vexing problem. It provides background information about college student retention issues and offers the educational community pertinent information to help all types of students succeed. The book lays out the financial implications and trends of retention. Current theories of retention, retention of online students, and retention in community colleges are also thoroughly discussed. Completely new to this edition are chapters that examine retention of minority and international students. Additionally, a formula for student success is provided which if colleges and universities implement student academic and personal goals may be attained.

Author: Kelli Suzanne Henson
Publisher:
ISBN:
Category : High school dropouts
Languages : en
Pages : 114

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Book Description
The deleterious effects of not completing high school in the United States and around the world in the current monetary, societal, and employment climate make efforts toward increasing graduation rates an imperative. The impetus for educational reform for improving graduation rates is even more salient for students with disabilities who graduate at lower rates than their peers without disabilities (Stetser & Stillwell, 2014). To provide the multi-tiered systems of support (MTSS) necessary to engage in this reform, data-systems with accurate and timely information are necessary. This research included construction of Hierarchical Generalized Linear Models to investigate the individual- and school-level predictor variables associated with on-time high school graduation for students with disabilities. To that end, the research examined the relationships among (1) individual student demographic background variables (2) individual academic and behavioral school related variables (3) school-wide characteristics of the schools that students in the research study attended and (4) on-time graduation as defined by the Federal Uniform Graduation Rate criteria. This research revealed significant relationships between on-time graduation and individual-level variables for students with disabilities including grade point average, attendance, and primary disability labels of Autism Spectrum Disorder and Intellectual Disabilities across grade levels. Additional significant predictors were found at specific grade levels (e.g., socio-economic status and education in a more restrictive environment). Implications for research to practice include a focus on early intervention prior to high school to increase odds of on-time graduation for students with disabilities and inclusion of additional variables for students with disabilities in Early Warning Systems (EWS). Additionally, customizing EWS through analysis of predictor sensitivity for specific populations by school district or school was discussed.

Author: Black, Ruth Claire
Publisher: IGI Global
ISBN: 1522529993
Category : Education
Languages : en
Pages : 377

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Book Description
Student retention has become a difficult issue within higher education. As such, it is imperative to examine the causes, as well as provide educators with strategies to implement to improve retention rates. Critical Assessment and Strategies for Increased Student Retention is a pivotal reference source for the latest progressive research on a variety of current student success and attendance perpetuation issues. Featuring a broad range of coverage on a number of perspectives and topics, such as academic performance, counseling, and culture, this publication is geared towards practitioners, academicians, and researchers interested in understanding the difficulties with maintaining student retention.

Author: Ana Cristina Garcia
Publisher:
ISBN:
Category : Educational psychology
Languages : en
Pages :

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Book Description
The purpose of the current study was to examine factors that discriminated between high school students who graduated from those who did not. High school graduation was chosen as a discriminating outcome for the comparisons groups due to the positive implications graduation has on students' future professional and emotional development. Data were collected from students enrolled in their fourth year of high school. Specifically, the Behavior Assessment System for Children (BASC-2) and the Alcohol Use Disorders Identification Test (AUDIT) were used to assess students' internalizing and externalizing behaviors as they related to academic achievement. Seventy-eight fourth year high school students agreed to participate in the study. The current study failed to identify predictor variables due to the large discrepancy in the sizes of the two outcome groups. No significant differences were found between the groups with respect to the independent variables. Significant differences were found between gender and graduation outcome. Additionally, differences in grade point average and school attendance were significant between groups. In addition to these statistically significant findings, moderate and large effect sizes were identified among the independent variables and high school graduation.