Rethinking Graduation and Time to Degree: A Fresh Perspective

Yue, Hongtao; Fu, Xuanning

doi:10.1007/s11162-016-9420-4

Cited by 71 publications

(95 citation statements)

References 35 publications

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“…With roots in biostatistics and epidemiology, EHA adopted different names across different scientific disciplines -survival analysis, duration models, hazard models, or failure-time models. EHA is an empirical technique that allows the researcher to study the occurrence and timing of events in a longitudinal process (DesJardins, 2003), and has been recently used in higher education research to investigate the temporal aspects of student dropout and degree completion (Chen, 2008(Chen, , 2012DesJardins et al;Yue & fu, 2017). EHA focuses on events that are important to the dependent variable and analyzes data obtained by observing individuals over time.…”

Section: Event History Analysismentioning

confidence: 99%

“…The latter two are included because both have been found to be the most significant factors affecting students' graduation within six years (Yue & fu, 2017). We used high school GPA of first-time freshmen and transfer GPA of new undergraduate transfers as the cumulative GPA in the beginning of the term for the first terms.…”

Section: Variablesmentioning

confidence: 99%

“…To further explore the possibility of the time-varying effects of the independent variables, we then specify and estimate a time-varying effect model that allows the effects of the independent variables to differ from period to period, examining the unique effects of the independent variables in each period. The detailed model specification and reference can be found in the literature (Singer & Willett, 2003;Yue & fu, 2017).…”

Section: Statistical Modelsmentioning

confidence: 99%

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Service-Learning and Graduation: Evidence from Event History Analysis

Yue¹

2017

Michigan Journal of Community Service Learning

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Section: Event History Analysismentioning

confidence: 99%

Section: Variablesmentioning

confidence: 99%

Section: Statistical Modelsmentioning

confidence: 99%

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Service-Learning and Graduation: Evidence from Event History Analysis

Yue¹

2017

Michigan Journal of Community Service Learning

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“…Similarly, results of a large study of 12,069 first-year students (Yue & Fu, 2017) revealed that academic achievement during the years at the university is the strongest predictor, accounting for 46% of the 55% of explained variance in timely graduation, over and above both time-invariant predictors (e.g., gender, first generation status, high school GPA) and time varying predictors (e.g., enrollment intensity, major change).…”

Section: The Four Years At the Universitymentioning

confidence: 90%

Beyond Grade Point Average of University Students: Theoretical Foundations for the Achievement as a Process Approach with an Empirical Illustration

Gaudreau¹

2018

Preprint

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Psychological research in tertiary education typically follows the achievement as an outcome approach in which the focus is placed on inter-individual differences in the achievement level of students (e.g., semester GPA, cumulative GPA). In this article, the achievement as a process approach is proposed to reconceptualise academic achievement as a developmental story with far reaching consequences. Three principles are articulated to posit that the trajectory of academic achievement differ across students (principle #1) and that such inter-individual differences are consequential (principle #2) and far reaching (principle #3) predictors of long-term success of students (e.g., retention, timely graduation). An empirical illustration is presented and results of growth curve analyses indicate that (a) an achievement shock during the first year, (b) a bounce back effect during the second year, and (c) continuous improvement during the junior and senior years improves our capacity to predict long-term success of university students and outperforms the typical predictors used by universities. This new approach has far reaching consequences for the management, services, policies, and research agenda of people working to promote the success of students. Six broad implications are delineated to steer research and practices in novel, needed, and promising directions across tertiary education and beyond.

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“…Common explanations for low graduation rates and increased time-to-degree completion typically center on factors such as student preparedness and performance, financial need, and reduced institutional resources (Ishitani 2006;Bettinger and Long 2009;Bound, Lovenheim, and Turner 2010;2012;Shapiro et al 2016;Evans et al 2017;Yue and Fu 2017;Deming and Walters, 2017;Sanabria et al 2020). Regarding financial need, for example, a portion of this literature investigates the effect of merit-based scholarships on completion rates and time to completion with mixed results (Cornwell, Lee, and Mustard 2005;Dynarski 2008;Scott-Clayton 2011).…”

Section: Factors Affecting Time To Degreementioning

confidence: 99%

Semester Course Load and Student Performance

Huntington-Klein

Gill

2020

Res High Educ

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Many college students in the United States take longer than four years to complete their bachelor's degrees. Long time-to-degree can increase higher education costs by billions. Time-to-degree can be reduced if students take more credits each term. While academic momentum theory suggests that additional credits may also improve student performance, and there is a strong positive correlation between course load and student performance, high course load may reduce time investment in each course, giving high course load a negative causal effect on performance. Concern about the negative impact of course load on performance, especially for struggling students, may lead to pushback against policies to reduce time-to-degree by increasing course load. Using longitudinal data from a regional four-year university with a high average time-to-degree, we find no evidence that high course loads have a negative impact on student grades, even for students at the low end of the performance distribution. This result is consistent with a model where students substitute time away from non-education activities when their course loads increase.

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Rethinking Graduation and Time to Degree: A Fresh Perspective

Cited by 71 publications

References 35 publications

Service-Learning and Graduation: Evidence from Event History Analysis

Service-Learning and Graduation: Evidence from Event History Analysis

Beyond Grade Point Average of University Students: Theoretical Foundations for the Achievement as a Process Approach with an Empirical Illustration

Semester Course Load and Student Performance

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