Pre-Entry Doctoral Admission Variables and Retention at a Hispanic Serving Institution

Abstract

Doctoral student retention remains a challenge in higher education with an average attrition rate of 50%. This study focuses on analyzing pre-entry variables of admission for 81 doctoral students admitted to a doctoral program in psychology to determine whether significant associations existed between specific variables in the graduated and withdrawn groups in this cohort with over 48% Hispanic doctoral student representation. Using various quantitative analyses, findings demonstrate that the variables of GPA, ranking of ability, marital status, employment, and prerequisites completed prior to entry into the doctoral program are each indicators of success for doctoral students. Specifically, a higher GPA, a higher ranking of ability, single marital status, part-time versus full-time employment, and the more pre-requisites completed before entering a doctoral program indicate a higher likelihood of doctoral program completion. Findings can be used as markers in the admission process to develop support and curricular interventions that will sustain doctoral students throughout the course of their doctoral studies.

Admission Criteria for Educational Leadership Doctoral Students in One U.S. Doctoral Program

“…Other researchers have indicated that nearly 50% of the students who enroll in doctoral programs will not complete them (Ali & Kohun, 2007;Council of Graduate Schools, 2010;Young, 2005). Consequently, a disproportionate volume of research specific to doctoral programs focuses on the aftermath of student admissions rather than preadmission variables (Hoyle, 2007;Kiley, 2011;Marrero, 2016). Despite an interest in doctoral degree completion, only a few researchers have examined the role of the preadmission processes in doctoral education (e.g., Kuncel, Wee, Serafin, & Hezlett, 2010;Marrero, 2016;Rockinson-Szapkiw, Bray, & Spaulding, 2014;Young, 2008).…”

“…Consequently, a disproportionate volume of research specific to doctoral programs focuses on the aftermath of student admissions rather than preadmission variables (Hoyle, 2007;Kiley, 2011;Marrero, 2016). Despite an interest in doctoral degree completion, only a few researchers have examined the role of the preadmission processes in doctoral education (e.g., Kuncel, Wee, Serafin, & Hezlett, 2010;Marrero, 2016;Rockinson-Szapkiw, Bray, & Spaulding, 2014;Young, 2008). Although approximately 3,000 students of educational leadership doctoral programs graduate each year, little is known about preadmission criteria and the ability to predict doctoral student performance, particularly in education programs (Knapp, Kelly-Reid, & Ginder, 2011).…”

“…Although researchers have concluded that traditional measures (e.g., GRE, GPA) for admission are inadequate, most programs still use these measures and give them the most weight (Mountford et al, 2007). Professional reference forms at the graduate level completed by a candidate's previous instructors have been seen as a reliable method to gauge a candidate's academic and research potential (Marrero, 2016). In a study with 81 doctoral students in a psychology program, Marrero (2016) noted a statistically significant difference between students' ratings on recommendation forms and their completion status.…”

“…3). Although the predictive ability of preadmission variables for doctoral programs has been debated across other disciplines (e.g., Childers & Rye, 1987;King et al, 1986;Kuncel, Hezlett, & Ones, 2001;Kuncel et al, 2010;Marrero, 2016;Wao, 2010;Wao & Onwuegbuzie, 2011;Wilkerson, 2007), more information is needed about selection in educational leadership programs.…”