Predicting first-time-in-college students’ degree completion outcomes

2022 ◽  
Author(s):  
Elise Demeter ◽  
Mohsen Dorodchi ◽  
Erfan Al-Hossami ◽  
Aileen Benedict ◽  
Lisa Slattery Walker ◽  
...  
Keyword(s):  
College Students ◽  
Degree Completion ◽  
First Time ◽  
First Time In College

scholarly journals ProPelled: The Effects of Grants on Graduation, Earnings, and Welfare

2019 ◽  
Vol 11 (3) ◽  
pp. 193-224 ◽  
Author(s):  
Jeffrey T. Denning ◽  
Benjamin M. Marx ◽  
Lesley J. Turner
Keyword(s):  
College Students ◽  
Financial Aid ◽  
Degree Completion ◽  
Low Income ◽  
Public Colleges ◽  
Pell Grant ◽  
Low Income Students ◽  
Federal Grant ◽  
Four Year Institutions ◽  
First Time

We estimate effects of the Pell Grant—the largest US federal grant for college students—using administrative data from Texas public colleges and a discontinuity in grant generosity for low-income students. Within four-year institutions, eligibility for additional grant aid significantly increases first-time students’ degree completion and later earnings. Our estimated impacts on earnings alone are enough to fully recoup government expenditures within 10 years, suggesting that financial aid likely pays for itself several times over. (JEL H75, I22, I23, I26, J24, J31)

Differences in Ethnic/Racial Diversity of Texas Community College First-Time in College Full-Time Students Over Time: A Multiyear, Statewide Analysis

2020 ◽  
Vol 3 (1) ◽  
pp. 62-82
Author(s):  
Juan Carlos Lebron ◽  
John R Slate ◽  
Frederick C Lunenburg
Keyword(s):  
College Students ◽  
Community College ◽  
Community College Students ◽  
Empirical Investigation ◽  
Racial Diversity ◽  
Full Time ◽  
Time Period ◽  
First Time ◽  
First Time In College ◽  
Over Time

In this multiyear, statewide empirical investigation, the degree to which ethnic/racial diversity of first-time in college full-time Texas community college students changed from the 1999-2000 through the 2014-2015 academic years was determined.  Over this time period, the percentage of Hispanic first-time in college full-time Texas community college students showed a statistically significant increase, whereas the percentage of White first-time in college full-time students statistically significantly decreased.  No changes were noted with respect to either Black or Asian first-time in college full-time college students during this time period.  Although some improvement was noted in the ethnic-racial diversity of Texas first-time in college full-time students, more work remains.  Implications for policy and recommendations for research were provided.

scholarly journals Differences in Male and Female Texas Community College First-time-in-College Part-Time Students Over Time: A Multiyear, Statewide Analysis

2021 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
John P Maynard, II ◽  
John R Slate
Keyword(s):  
College Students ◽  
Community Colleges ◽  
Male And Female ◽  
Enrollment Rates ◽  
Part Time Students ◽  
Female Part ◽  
Part Time ◽  
First Time ◽  
First Time In College ◽  
Academic Year

In this multiyear, statewide investigation, the extent to which enrollment rates of male and female, part-time, first-time-in-college students enrolled in Texas community colleges differed from the 2003-2004 academic year to the 2018-2019 academic year was determined.  From the 2003-2004 academic year to the 2011-2012 academic year, statistically significant differences were identified in the enrollment rates of both male and female, part-time, first-time-in-college students.  Cohen’s d effect sizes, calculated for both male and female, part-time students, were small (0.22).  Enrollment rates for male and female, part-time, first-time-in-college students from the 2011-2012 academic year to the 2018-2019 academic year and from the 2003-2004 academic year to the 2018-2019 academic year were similar.  Enrollment rates for male and female, part-time, first-time-in-college students enrolled in Texas community colleges remained consistently around 45% and 55%, respectively, during the 16 academic year span.  Recommendations for future research as well as implications for policy were discussed.

Locus of Control, Political Attitudes, and Voting Behavior in a College-Age Population

1972 ◽  
Vol 30 (2) ◽  
pp. 529-530 ◽  
Author(s):  
Edward B. Blanchard ◽  
M. Eugene Scarboro
Keyword(s):  
College Students ◽  
Locus Of Control ◽  
Voting Behavior ◽  
Political Attitudes ◽  
Political Activity ◽  
Older Students ◽  
College Age ◽  
Activity Factor ◽  
Previous Election ◽  
First Time

Rotter's (1966) I-E Scale and Mirels' (1970) Political Activity Factor derived from that scale were shown to have no significant value in predicting the voting behavior or political attitudes of 18- or 19-yr.-old college students voting for the first time or of older students who had been eligible to vote in a previous election Parental voting behavior and political attitudes were not significantly related to those behaviors and attitudes in students.

Mass Instruction or Higher Learning? The Impact of College Class Size on Student Retention and Graduation

2018 ◽  
Vol 13 (1) ◽  
pp. 97-118 ◽  
Author(s):  
Eric P. Bettinger ◽  
Bridget Terry Long
Keyword(s):  
College Students ◽  
Student Retention ◽  
Degree Completion ◽  
Class Size ◽  
Higher Learning ◽  
Secondary Schooling ◽  
Long Run ◽  
College Class ◽  
The Impact ◽  
Instrumental Variables Approach

This paper measures the effects of collegiate class size on college retention and graduation. Class size is a perennial issue in research on primary and secondary schooling. Few researchers have focused on the causal impacts of collegiate class size, however. Whereas college students have greater choice of classes, selection problems and nonrandom sorting make it difficult to estimate causal impacts. Using unique data and exogenous variation in class size, we estimate the impacts of class size using a sample of nearly 60,000 four-year college students. Using an instrumental variables approach to control for selection bias, the results suggest an increase in collegiate class size leads to an increase in dropout rates and a reduction in on-time degree completion, but no change in long-run degree completion.

Beyond 1-1 Advising

2015 ◽  
pp. 162-175
Author(s):  
Dawna Wilson ◽  
Kimberly M. Lowry
Keyword(s):  
High School ◽  
Customer Service ◽  
Workforce Development ◽  
Support Services ◽  
First Century ◽  
Career And Technical ◽  
Business Partners ◽  
Advising Model ◽  
First Time ◽  
First Time In College

This chapter presents practices Eastfield College employs to move beyond a traditional one-on-one advising model when preparing students for the twenty-first century workforce. No matter the students' status, first-time in college, returning to retool or dual high school-college enrollee, community colleges must rethink approaches to supporting them throughout the workforce development process if we are to adequately meet this century's workforce demands. In an institution-wide, customer-service approach, student needs not only drive the design but the delivery of support services. This chapter describes how Eastfield takes services to students by hosting Lunch and Learns, providing onsite advising, and establishing liaisons with local business partners. Collaborations with area high school districts to facilitate career and technical related career offerings are also discussed.

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