Risk Factors and Effectiveness of Implemented Academic Interventions on Student Retention at a Hispanic-Serving Institution

Abstract

We examined three large freshman cohorts from Texas State University, a Hispanic-Serving Institution (HSI), to identify risk factors that might affect academic retention. Risk factors supported by empirical studies such as first-generation, ethnicity, gender, financial aid need, high school performance, and living off campus were examined. We also determined the effectiveness of four academic interventions in achieving retention of students that were on academic probation for two consecutive semesters. Statistical analyses demonstrated that being a first-generation college student and receiving financial aid were significant risks for attrition in all cohorts. Living off-campus and being an URM student were not. Retention in two cohorts was dependent on the combinations of three peer mentoring, two academic coaching, and two to three academic advising sessions. A probation predictive model was developed. Finally, we discussed the importance of examining risk factors and interventions that are tailored to each academic institution.

Navigating the landscape of academic coaching: a comprehensive bibliometric analysis

“…Recent study has extended into areas such as AC as a student support service for online learning and professional learning communities in higher education (Lehan et al, 2018;Maul et al, 2018). Notably, AC has become an essential topic in the context of student retention and supporting college students (Brown et al, 2021;Koke et al, 2022), emphasizing the importance of coaching in higher education (Howlett et al, 2021). The study also highlights a growing recognition of the importance of coaching in improving teaching and learning outcomes, with increased interest in coaching strategies, benefits and efficacy in education (Alzen et al, 2021;van Nieuwerburgh and Tong, 2013).…”

“…, 2018). Notably, AC has become an essential topic in the context of student retention and supporting college students (Brown et al. , 2021; Koke et al.…”

Improving persistence of underrepresented racial minority science majors: where to begin

“…Some students are often not aware of challenges that some of their peers might be enduring and may say or do things (or not say or do things) that inadvertently exacerbate the negative experiences of their peers. (Kiyama and Luca, 2013;Brown et al, 2023). Interestingly, the positive impact of these peer groups extends beyond the students who join the groups.…”