Nontraditional Student Graduation Rate Benchmarks

Miller, Nathan Brad

doi:10.1080/07377363.2014.953437

Cited by 8 publications

(2 citation statements)

References 4 publications

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“…Much of the literature that addressed adult student populations did so obliquely. For example, Milsom and Sackett (2018) published a phenomenological study on students with disabilities who vertically transfer; their study included adult students, but these students were not the specific focus of their research. Other studies (List & Nadasen, 2017; McCormick, 2003; Reyes, 2011; Stern, 2016; Winter et al., 2001) on transfer also included adults but fail to disaggregate results by age; the lack of disaggregation in the research makes identifying meaningful findings for adult students difficult.…”

Section: Background and Literature Reviewmentioning

confidence: 99%

Predictors of transfer behaviours in adult university students

Potter

2021

Journal of Adult and Continuing Education

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Adult students are critical to addressing the college completion crisis. Retention and completion for adults lags behind students who enter college directly from high school. However, higher education has largely been built around service to younger high school graduates, and institutions are slow to change. A shift in focus to accommodate the needs and interests of adult learners will require additional research regarding the enrollment patterns and behaviours of adult students. This study uses quantitative methods and the Beginning Postsecondary Students 12/14 dataset to consider the role of transfer in the experience of the adult learner, with specific attention to the characteristics, demographics and experiences of adult transfer students as well as the predictors of reverse and lateral transfer behaviour in adult student populations.

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Section: Background and Literature Reviewmentioning

confidence: 99%

Predictors of transfer behaviours in adult university students

Potter

2021

Journal of Adult and Continuing Education

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“…Institutions of higher education continue to face pressures and expectations to improve graduation rates (A. S. Horn & Lee, 2016; Miller, 2014). Institutional degree completion rates are often considered as reflective of institutional performance (Dougherty et al., 2016) and commonly a factor in determining institutional financial support (Center for American Progress, 2012).…”

Section: Introductionmentioning

confidence: 99%

Undeclared Versus Declared: Who Is More Likely to Graduate?

Spight

2019

Journal of College Student Retention: Research, Theory & Pr

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Increasing graduation rates continues to be a high priority for administrators at many institutions of higher education. With longitudinal data from a large research university in the Western United States, the purpose of this study was to examine the potential relationship between matriculating with or without a major declared and degree completion. There exists a perception that an early decision about a major is an integral step in ensuring students graduate. Previous research about undeclared students and degree completion, however, is lacking and dated. Conceptually framed within Astin’s ( 1993 ) input–environment–output model, logistic regression analyses were conducted using institutional records for the Fall 2010 cohort of 4,489 full-time enrolled, first time in college students. Matriculating as undeclared versus declared was not found to increase, or decrease, the likelihood of graduating in 4 years. With 6-year rates, however, undeclared students were more likely to graduate.

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Analytics to Action: Predictive Model Outcomes and a Communication Strategy for Student Persistence

Miller¹,

Bell

2016

The Journal of Continuing Higher Education

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Nontraditional Student Graduation Rate Benchmarks

Cited by 8 publications

References 4 publications

Predictors of transfer behaviours in adult university students

Predictors of transfer behaviours in adult university students

Undeclared Versus Declared: Who Is More Likely to Graduate?

Analytics to Action: Predictive Model Outcomes and a Communication Strategy for Student Persistence

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