Examining Student Under- and Overperformance in College to Identify Risk of Attrition

Shaw, Emily J.; Mattern, Krista D.

doi:10.1080/10627197.2013.846676

Cited by 8 publications

(10 citation statements)

References 28 publications

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“…If GPA is positively correlated with retention as indicated by existing literature, this prediction is unexpected. However, after analysis of observed GPA values in the same study, it was clear that students who earned higher first-year GPA's were more likely to return their second year, but those who either over performed or underperformed had less probability of returning in their third or fourth years when compared with students who performed as expected (Shaw & Mattern, 2013).…”

Section: Student Levelmentioning

confidence: 93%

“…The vast majority of the literature utilizing GPA as a retention variable make it a dichotomous variable, i.e. passing or failing, generally indicated by classifying GPA's as either > 2.0 or < 2.0 with the exception of Chen and St. John (201l) and Shaw and Mattern (2013). Chen and St. John defined their high school GPA variable on three levels: 1) students who received grades between B-and B+ (middle level), 2) those who received grades above a B+ (high level), and 3) those whose grades were lower than a B-(low level).…”

Section: Student Levelmentioning

confidence: 99%

“…Shaw and Mattern conducted a study where first-year GPA was used to classify students on three levels: 1) underperformed, 2) performed as expected, 3) and over performed. The researchers utilized a HGLM analysis of predicted first year GPA and the observed value of first year GPA and found that in the prediction model, the expected probability of students returning for a second year for students who underperformed was 80% with a residual of -1.5 compared with a 90% probability of returning for students who performed as expected with a residual of 0.0 (Shaw & Mattern, 2013). In this portion of the analysis, the decreased prediction probabilities for underperforming students follow findings of other studies, however, Shaw and Mattern found that for students who over performed, the probability of returning for a second year was 65% with a residual of 1.5.…”

Section: Student Levelmentioning

confidence: 99%

“…In the literature, fall-to-fall retention is a common method of measuring student outcomes in FYE courses and in less focused retention studies (Brooks, Jones, Burt, 2013;Shaw & Mattern, 2013;Windham, Rehfuss, Williams, Pugh, & Tincher-Ladner, 2014). First time freshmen in the fall 2012, fall 2013, and fall 2014 cohorts are used for this study.…”

Section: Fall-to-fall Retentionmentioning

confidence: 99%

“…High school GPA and ACT scores are important to include in both regression models. Research indicates that high school performance (as indicated by GPA and test scores) are strong predictors of college behavior and success (Caison, 2004;Jamelske, 2009;Shaw & Mattern, 2013). Average ACT scores alone can account for three-fourths of the variance in institutional graduation rates (Kalsbeek, 2013).…”

Section: Independent Study Variablesmentioning

confidence: 99%

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The implications of a University of Louisville first year experience course on student success outcomes based on race and gender.

Petty¹

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The implications of a University of Louisville first year experience The implications of a University of Louisville first year experience course on student success outcomes based on race and gender. course on student success outcomes based on race and gender.Extant research has shown that across U.S. institutions, the first and second years of college are the most precarious because of high attrition rates. To address this, many colleges and universities implement First Year Experience (FYE) interventions with hopes of increasing first year GPA, retention rates, and overall college success. Over 90% of colleges and universities either offer or make these FYE interventions mandatory for their first-year/first-time freshmen. There is a large body of research regarding the association of FYE interventions and student outcomes, but the findings are mixed. Extant literature also does little to focus on FYE student outcomes based on race/ethnicity and gender, which is an identified gap and one this study fills. This dissertation is a quantitative examination of a FYE at the University of Louisville, GEN 101. GEN 101 is an example of a First Year Seminar (FYS). FYS courses are a type of FYE. The contextual framework of this dissertation is based on Tinto's Student Integration Model and concepts of academic and social integration. GEN 101 is required for graduation. All incoming freshmen are encouraged to take it their first semester. Since this course is required and extant literature provides mixed findings about vii the efficacy of FYE courses, I analyzed associations between GEN 101 completion and first semester GPA along with fall-to-fall retention outcomes. My focus was how African American and Latino students fared in comparison to White students and how women fared in comparison to men.My study results suggested fall GEN 101 completion resulted in higher first semester GPA's when compared with spring GEN 101 completion. It also suggested female students had a greater chance of being retained into their second year than their male counterparts, all else held constant. African American and Latino students had less of a chance of being retained than White students into their second year, but Latinos were retained at greater rates than African Americans. Taking GEN 101 in the fall was associated with greater outcomes than taking it in the spring and this association intensified when race/ethnicity and gender were considered. Specifically, being an African American male student was associated with greater FYE retention outcomes and being a male in general was associated with greater FYE GPA outcomes.viii

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Section: Student Levelmentioning

confidence: 93%

Section: Student Levelmentioning

confidence: 99%

Section: Student Levelmentioning

confidence: 99%

Section: Fall-to-fall Retentionmentioning

confidence: 99%