Freshmen Retention Rates at U.S. Private Colleges: Results from Aggregate Data

Marcus, Richard D.

doi:10.3233/jem-1989-15103

Cited by 14 publications

(8 citation statements)

References 9 publications

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“…Astin (1975) found that students persisted at slightly higher-than-expected rates in selective institutions as well as in private universities. Marcus (1989) also found that selectivity has positive effects on college persistence. Perna's (1998) more recent work on selectivity extends this finding.…”

Section: The Role Of Structural and Institutional Characteristicsmentioning

confidence: 89%

“…Perna's (1998) more recent work on selectivity extends this finding. Additionally, Marcus' (1989) study provided evidence to suggest that having higher percentages of females in the student body as well as having low student-faculty ratios positively influences college completion. This finding was extended in national studies of degree attainment among students of color attending four-year colleges and universities Titus, 2003).…”

Section: The Role Of Structural and Institutional Characteristicsmentioning

confidence: 92%

“…Studies have shown that organizational goals, size, wealth, complexity, technology, and environment influence the behavior and values of an organization's members (Hall, 1991). Among the institutional characteristics that have been used most often in organizational analyses of student persistence are institutional size, selectivity, and type, as well as student body composition and expenditures per student (Astin, 1993;Kamens, 1971;Marcus, 1989;Sjoberg, 1999;Thomas & Bean, 1988).…”

Section: The Role Of Structural and Institutional Characteristicsmentioning

confidence: 99%

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Four and Six-Year Baccalaureate Degree Completion by Institutional Characteristics and Racial/Ethnic Groups

Oseguera

2005

Journal of College Student Retention: Research, Theory & Pr

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This study examined how institutional and environmental attributes of the undergraduate institution facilitate or impede African American, Asian American, Caucasian, and Mexican American students' baccalaureate degree attainment four and six years after college entry. The primary data source for this study was generated from a national survey of 63,640 first-time full-time freshman undergraduates at 303 colleges and universities. Variables that predict uniformly for all four groups include school grades (positive), on campus residence (positive), private control (positive), institutional size (negative), institutional selectivity (positive), and peer socioeconomic level (positive). Once these variables are controlled, standardized test scores add very little to the prediction of degree completion. Consistent with stated hypotheses, all five structural dimensions of the institutionmission, size, quality/selectivity, complexity/diversity, and wealth-affect degree completion. 20 / OSEGUERA 2 The terms used to describe these populations of students were adapted directly from the survey questionnaire itself. As such, they will be used interchangeably throughout the text, i.e., African American versus Black.

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Section: The Role Of Structural and Institutional Characteristicsmentioning

confidence: 89%

Section: The Role Of Structural and Institutional Characteristicsmentioning

confidence: 92%

Section: The Role Of Structural and Institutional Characteristicsmentioning

confidence: 99%

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Four and Six-Year Baccalaureate Degree Completion by Institutional Characteristics and Racial/Ethnic Groups

Oseguera

2005

Journal of College Student Retention: Research, Theory & Pr

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“…The consensus of most literature is that high-performing high school students will have better education outcomes (e.g., Lee, 2012). Several studies have also shown that higher student outcomes are positively related to institutional selectivity (Marcus, 1989; Sjoberg, 1999). Thus, we would expect to find lower wages and outcomes in community colleges that have higher proportions of students entering the college without having completed high school.…”

Section: Datamentioning

confidence: 99%

Institutional Determinants of Labor Market Outcomes for Community College Students in North Carolina

Kalleberg

Dunn

2015

Community College Review

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Objective: The labor market success of community college students depends on both the attributes of individual students and the characteristics of the community colleges they attend. In this article, we examine the impact of community college characteristics on the earnings of first-time college students who enrolled in the North Carolina Community College System in 2002-2003. Method: We estimate multilevel models that incorporate variables representing institutional features of community colleges along with individual characteristics obtained from student-level administrative college transcript data, Unemployment Insurance wage data, and enrollment and graduation data from the National Student Clearinghouse across 830,000 community college students between 2001 and 2010. Results: We find that a number of characteristics of community colleges enhance earnings independently of the attributes of individuals. In particular, males attending community colleges in service areas with higher unemployment rates receive lower earnings, and students in colleges with larger enrollments earn more. Contributions:There are relatively few studies of how institutional factors affect community college effectiveness and those that do this usually concentrate on the attainment of particular awards or transfer rates to 4-year colleges. We address this gap by examining how institutional factors influence the labor market returns to community college participation. Our results underscore the importance of social contexts for explaining student achievement and success as well as highlight the need for much more research to understand differences in labor market outcomes of community college participation and the economic value of credentials and credits.

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“…Studies (Astin, 1997;Dey, 1990;Kamens, 1971) have made an effort to examine the influence of differences between institutions on persistence. Kim, Rhoades, and Woodard (2003), Marcus (1989), Saupe, Smith, and Xin (1999), and Sjoberg (1999) found that a high institutional reputation, a high standard of selecting students and the size of the student population positively influenced persistence. Kamens (1971) found the ratio of students to instructors plays a role on student persistence.…”

Section: Persistence Literaturementioning

confidence: 99%

Persistence and Characteristics of Calculus I Students in STEM Disciplines

Xiang-ming¹

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The purpose of this dissertation is to investigate the relationships between student persistence and students' attributes or perceptions of instructional pedagogies, as well as to examine whether the identified relationships are moderated by three different instructional settings. Improving student persistence in science, technology, engineer, and mathematics (STEM) fields has been focused on by many researchers in mathematics education. A consistent STEM student enrollment in colleges/universities coupled with a high drop-out rate has been a striking issue. Many studies have been dedicated to investigating the factors that have play a role in this problem. Researchers have found that there are significant relationships among student persistence, students' attitudes and beliefs toward mathematics, and perceptions of pedagogies. However, the role course structures played in these relationships has not been focused on by many studies. In this dissertation, I replicated a national study titled Characteristics of Successful Programs in College Calculus (CSPCC) in three different Calculus I course settings to study the role of course structures in changes in students' attitudes and beliefs toward mathematics and in the relationships among persistence, attitudes and beliefs, and perceptions of pedagogies. To examine the effect of three different course settings on student attributes toward mathematics including attitudes, beliefs, enjoyment, confidence, and desire for more mathematics, I surveyed 1051 first semester calculus students by utilizing a well-developed survey from the CSPCC study. Analysis of survey data with respect to student attributes revealed the learning experience in different course settings affected student attributes differently. In paper 1, I explored some significant differences and similarities in Calculus I student attributes among three different course settings, and I showed that these differences and similarities were affected by course settings, instead of student academic backgrounds. In this dissertation I also examined a moderation effect of course settings on the relationships between student STEM persistence and student attributes or perceptions of pedagogies. In paper 2, I confirmed the relationships found in literature; but I also found the course structures moderated these relationships. The student confidence and the progressive teaching in one of three course settings moderated the relationship significantly. In paper 3, I specifically focused on Calculus I students' major and career exploration by doing a case study in order to provide some focused insights to understand some parts of the STEM drop-out issue. I explored Calculus I student's characteristics of major and career decision making strategies, as well as their reasons for changing their planned major and career.

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Freshmen Retention Rates at U.S. Private Colleges: Results from Aggregate Data

Cited by 14 publications

References 9 publications

Four and Six-Year Baccalaureate Degree Completion by Institutional Characteristics and Racial/Ethnic Groups

Four and Six-Year Baccalaureate Degree Completion by Institutional Characteristics and Racial/Ethnic Groups

Institutional Determinants of Labor Market Outcomes for Community College Students in North Carolina

Persistence and Characteristics of Calculus I Students in STEM Disciplines

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