Factors associated with one-year retention in a community college

A Comparative Analysis of Underrepresented Engineering Applicants Admission Practices and their Academic Performance at the University of Illinois at Chicago

“…Another study used a similar method in examining preenrollment variables as retention predictors. Additional risk is associated with the age range 20-24, attending part-time, and being an ethnic minority other than Asian 5 . The concern of retention has the ultimate goal of graduation, when referring to college education.…”

The collective affiliation of community college, commuter and distance education students : developmental math and dropout.

“…Two studies found that being male actually decreased persistence (Baird, 1991;Feldman, 1993). Also, two studies showed that being female decreased persistence (Price, 1993;Zhai & Monzon, 2001).…”

“…Three traditional studies (Cofer & Somers, 2000;Fischbach, 1990;Hippensteel, St. John, & Barkley, 1996) found degree program had no effect on persistence. Feldman (1993) found a certificate degree program decreased persistence, while Brooks-Leonard (1991) found that technical certificates and associates of science degrees increased persistence. Two studies found students in vocational programs had higher persistence rates than academic programs, while three different studies found associates and transferable program programs to increase persistence.…”

“…Four additional studies (Clagett, 1996;Lajubutu, Oyebanjo, & Yang, 1998;Mohammadi, 1994;Zhao, 1999) found that the more credit hours in which a student is enrolled in a term, the more likely the student would persist. Three studies (Feldman, 1993;Goel, 2002;Price, 1993) found that part-time enrollment decreased persistence. Clergy (2007b) confirmed students enrolled full-time have higher persistence rates than part-time students.…”

“…Likewise, because the majority of developmental education occurs within community colleges and community colleges have been neglected in research; developmental education students have been neglected. Muse (2003) Campbell & Blakey, 1996;Cantone, 2001;Clagett, 1996;Feldman, 1993;Fike & Fike, 2008;Fox, 1986;Grimes, 1997;Hoyt, 1999;Kielbaso, Dirkx, Min, & Allen, 1998;Nora, Attinasi, & Matonak, 1990;Smith, O'Hear, Baden, Hayden, & Gorham, 1996;Umoh, Eddy, & Spaulding, 1994, Waycaster, 2001Zhao, 1999). The majority of these studies, which were concluded in the 1990s, included students in reading, English and math, but four of them specifically addressed developmental math students (Cantone, 2001;O'Hear, Baden, Hayden, & Gorham, 1996;Umoh, Eddy, & Spaulding, 1994, Waycaster, 2001).…”