Postsecondary Student Persistence and Pathways: Evidence From the YITS-A in Canada

Childs, Stephen; Finnie, Ross; Martinello, Felice

doi:10.1007/s11162-016-9424-0

Cited by 22 publications

(23 citation statements)

References 27 publications

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“…Recent research on non-academic abilities suggests that variables aside from past grades may help 1 Bound and Turner (2011)and Bound, Lovenheim and Turner (2010) discuss recent trends in the US, and Childs, Finnie and Martinello (2016) provide and analysis of Canadian trends. 2 Bettinger, Evans and Pope (2013); Dooley, Payne and Robb (2012); Cyrenne and Chan (2012); Rothstein (2004).…”

Section: Introductionmentioning

confidence: 99%

Thrivers and divers: Using non-academic measures to predict college success and failure

Beattie

Laliberté

Oreopoulos

2018

Economics of Education Review

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We collect a comprehensive set of non-academic characteristics for a representative sample of incoming freshman to explore which measures best predict the wide variance in first-year college performance unaccounted for by past grades. We focus our attention on student outliers. Students whose first-year college average is far below expectations (divers) have a high propensity for procrastination-they self-report cramming for exams and wait longer before starting assignments. They are also considerably less conscientious than their peers. Divers are more likely to express superficial goals, hoping to 'get rich' quickly. In contrast, students who exceed expectations (thrivers) express more philanthropic goals, are purpose-driven, and are willing to study more hours per week to obtain the higher GPA they expect. A simple seven-variable average of these key non-academic variables does well in predicting college achievement relative to adding more variables or letting a machine-algorithm choose. Our results, descriptive in nature, warrant further research on the importance of non-linearities for the design and targeting of successful interventions in higher-education.

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Section: Introductionmentioning

confidence: 99%

Thrivers and divers: Using non-academic measures to predict college success and failure

Beattie

Laliberté

Oreopoulos

2018

Economics of Education Review

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“…Research on the determinants of completion using YITS data have examined social structures, student characteristics, and institutional features (Lambert, Zeman, & Allen, 2004). These studies reported a positive association between high school grades and degree completion (Christofides, Hoy, Milla & Stengos, 2015), as well as positive relationships between graduation and family socio-economic status (SES), being female, and attending an urban school (Childs, Finnie, & Martinello, 2017). Due to sampling limitations in YITS, however, ethnic or racial differences were not examined or were aggregated and treated as a single 'visible minority' category (e.g., Thiessen, 2009).…”

Section: Determinants Of Ba/bsc Degree Completionmentioning

confidence: 99%

“…Among individuals who enroll in a bachelor's degree (BA/BSc) program, fewer than two-thirds complete their studies within 6 years (Childs, Finnie, & Martinello, 2017;Heslop, 2015). This disjuncture in admission and graduation rates raises policy concerns around government expenditures, institutional effectiveness, and high school graduates' academic preparedness for post-secondary education (PSE) (Ministry of Training, Colleges and Universities, 2015).…”

Section: Introductionmentioning

confidence: 99%

Ethno-linguistic patterns of degree completion in BC universities: How important are high-school academic achievement and institution of entry?

Sweet

Pullman

Adamuţi‐Trache

et al. 2020

Canadian Journal of Higher Education

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We examine bachelor's degree completion in the British Columbia post-secondary system, which is noted for its multiple pathways to graduation and ethnically diverse student population. Employing an administrative longitudinal dataset, we compare how the probability of degree completion by students enrolled at research-intensive, teaching-intensive, and college-technical institutions differs by ethno-linguistic background and high school grades. Estimates from multi-level logistic regression modelsdemonstrate that Korean, Tagalog, and Vietnamese speakers have lower probabilities of degree completion than English-speaking students. The type of institution a student initially enters is, however, an important correlate of degree completion for all ethno-linguistic groups. Students with lower high school grades who initially enter a research-intensive institution are more likely to graduate compared with higher-achieving students who enter a teaching-intensive or college-technical institution. To improve completion by institutional type and among ethno-linguistic groups, our study highlights the need for research on why degree completion is lower at certain institutions for all ethno-linguistic groups and consistently lower among Korean, Tagalog, and Vietnamese speakers regardless of their level of academic achievement in high school or the type of post-secondary institution they initially entered.

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“…Student success in post-secondary education is an ongoing concern, likely because of numerous factors, including Canadian government funding models focused on student success and attrition (Childs, Finnie, & Martinello, 2017;Ministry of Training, Colleges and Universities, 2015). A wave of recent Canadian research on post-secondary attendance has emerged from the Youth in Transitions Survey, focusing on factors that predict attendance and persistence Jerrim & Vignoles, 2015), but Canadian research on predictors of student success (i.e., average grades) appears to be more limited.…”

Section: Predictors Of Student Success In Non-university Post-secondamentioning

confidence: 99%

Predictors of Student Success in Canadian Polytechnics and CEGEPs

Ramey

Lawford

Chalmers³

et al. 2019

cjhe

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Student success in post-secondary education is an ongoing concern, however, research has focused on relatively homogeneous university samples. Moreover, Canadian research on predictors of student success is limited. Following recent trends, we examined non-cognitive, personal qualities, rather than cognitive predictors (e.g., IQ), of student success. Relying on a psychosocial model, we examined age, gender, perceived stress, maternal education, identity style, perseverance, and student engagement as predictors of student success in a multi-site sample of students attending a CEGEP in Quebec (N = 239; Mage = 18.6 years; 68.2% female) and a polytechnic school in Ontario (N = 209; Mage = 20.6 years; 71.3% female). Maternal education and perseverance emerged as significant predictors in both samples. Links between informational identity and cognitive engagement and student success differed by location. Our findings suggest the need to focus on student perseverance, and to consider identity and cognitive engagement dependent on the educational context.

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Postsecondary Student Persistence and Pathways: Evidence From the YITS-A in Canada

Cited by 22 publications

References 27 publications

Thrivers and divers: Using non-academic measures to predict college success and failure

Thrivers and divers: Using non-academic measures to predict college success and failure

Ethno-linguistic patterns of degree completion in BC universities: How important are high-school academic achievement and institution of entry?

Predictors of Student Success in Canadian Polytechnics and CEGEPs

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