A Comment on Presenting Results from Logit and Probit Models

Petersen, T. Kyle

doi:10.2307/2095348

Cited by 304 publications

(145 citation statements)

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“…We added the Level-2 variables by block to assess the incremental variance explained and kept non-significant variables to statistically control for their effect on the outcome variable. The final estimates included the delta-p proposed by Peterson (1985) for ease of interpretation. The delta-p reflects the change in probability of persistence that is associated with one unit change in an independent variable (Cabrera 1994;St.…”

Section: Discussionmentioning

confidence: 99%

The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: A Multilevel Approach

Oseguera

Rhee

2009

Res High Educ

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Using multi-institutional data from the Cooperative Institutional Research Program's (CIRP) annual survey of entering freshmen, the Higher Education Research Institute's (HERI) Faculty Surveys, campus registrars' offices, and IPEDS data, we evaluated the extent to which peer institutional retention climates and faculty perceived campus climates influenced individual 6-year retention rates. We used hierarchical generalized linear models (HGLM) to examine the extent to which institutional climate (as measured by peer institutional retention climate and faculty perceived climate), net of students' ability, expectations, and family socioeconomic status, influence students' persistence behavior. We found that institutional retention climate, as defined by a student body's aggregated report of withdrawal intentions, did independently determine whether a student would persist or not. While past research has overlooked peer and faculty climates, the results from this work call for the attention of peer institutional retention climates.

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Section: Discussionmentioning

confidence: 99%

The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: A Multilevel Approach

Oseguera

Rhee

2009

Res High Educ

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“…The magnitude of the effect of the predictor variables is reported as odds ratios, with standard errors indicated as robust z statistics (Stata, 2001, User's Manual, section 23.11), and as "delta p" (change in the probability) statistics (Peterson, 1985).…”

Section: Methodsmentioning

confidence: 99%

Income and financial aid effects on persistence and degree attainment in public colleges

Dowd

2004

EPAA

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This study examined the distribution of financial aid among financially dependent four-year college students and the effectiveness of different types of financial aid in promoting student persistence and timely bachelor’s degree attainment. The findings of descriptive statistical and logistic regression analyses using the NCES Beginning Postsecondary Students (1990-94) data show that subsidized loans taken in the first year of college have a positive effect on persistence. The first-year distribution of aid does not close the income gap in bachelor’s degree attainment. Living on campus and first-year grade point average are the most important predictors of timely degree completion.

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“…Deltap statistics represent the change in probability of transfer associated with a one-unit change in the predictor variable. We used the method recommended by Petersen (1985) to calculate the delta-p statistics.…”

Section: Descriptive Statisticsmentioning

confidence: 99%

Effects of Exposure to Part-time Faculty on Community College Transfer

2008

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Over the past several decades, one of the most significant changes in the delivery of postsecondary education involves the dramatic increase in the use of contingent or part-time faculty. Although the increased use of part-time faculty within higher education makes sense from an administrative point of view, its use does not come without criticism. With community colleges representing a more convenient, affordable, and flexible educational option for a number of students, particularly those from disadvantaged backgrounds, examining how exposure to part-time faculty relates to students' academic goals represents an important area of inquiry. This study draws from social and human capital frameworks and uses hierarchical generalized linear modeling (HGLM) to examine how exposure to part-time faculty relates to community college students' likelihood of transferring to a four-year college or university. Findings suggest that students tend to be significantly less likely to transfer as their exposure to part-time faculty increases.

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A Comment on Presenting Results from Logit and Probit Models

Cited by 304 publications

References 0 publications

The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: A Multilevel Approach

The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: A Multilevel Approach

Income and financial aid effects on persistence and degree attainment in public colleges

Effects of Exposure to Part-time Faculty on Community College Transfer

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