Assessing the Validity of College Success Indicators for the At-Risk Student: Toward Developing a Best-Practice Model

2017 ◽  
Vol 21 (2) ◽  
pp. 166-183 ◽  
Author(s):  
Leslie Tucker ◽  
Oscar McKnight
Keyword(s):  
At Risk ◽  
Academic Success ◽  
Student Success ◽  
Best Practice ◽  
Research University ◽  
At Risk Students ◽  
American College Test ◽  
Retention Data ◽  
Grade Point ◽  
Success Indicators

This study assessed the feasibility of using precollege success indicators to identify at-risk students at a large 4-year public research university in the Midwest. Retention data from students who participated in an established student success program were examined. The findings affirm that the initial admissions assessment identifying at-risk students is a feasible predictor of academic success, including high school (HS) grade point average (GPA) could predict student success over and above the variance accounted for by American College Test alone; the semester in which students are admitted is a predictor of success; first-semester college GPA can predict academic success over and above chance; there is a significant positive relationship between cognitive ability (i.e., American College Test × HS GPA) and SUCCESS; HS GPA could be used as the single best predictor of student success; and using all three variables to identify student success appears warranted. A PASS model is offered to assist in the development of interventions and success programs.

scholarly journals The Effects of a Freshman Seminar on At-Risk Under-, Over-, and Low Achievers

1995 ◽  
Vol 15 (1) ◽  
pp. 8-14 ◽  
Author(s):  
George Simmons ◽  
Judy Wallins ◽  
Archie George
Keyword(s):  
High School ◽  
At Risk ◽  
Academic Success ◽  
Test Scores ◽  
At Risk Students ◽  
Low Achievers ◽  
Control Group ◽  
Freshman Seminar ◽  
Grade Point ◽  
Average High School

To refine their understanding of student needs, the authors categorized academically at-risk students into three groups: (a) underachievers, those with higher than average achievement test scores but lower than average high school grade point averages (GPAs); (b) overachievers, those with lower than average test scores but higher than average high school GPAs; and (c) low achievers, those with low test scores and GPAs. A freshman seminar was developed to enhance the academic success of all three groups, and academic performance was analyzed over a 3-year period. The three populations performed differently and responded to seminar content in distinct ways. Comparison with a control group showed that of all seminar students, the only gain was in the retention of low achievers. Underachievers who took the seminar did less well than those in the control group both in retention and in subsequent GPA.

Increasing Academic Success Among Disadvantaged, At-Risk Students: The U-Pace Model

2009 ◽  
Author(s):  
Jessica Barnack ◽  
Raymond Fleming ◽  
Rodney Swain ◽  
Laura Pedrick ◽  
Diane M. Reddy
Keyword(s):  
At Risk ◽  
Academic Success ◽  
At Risk Students

Are your students ready for anatomy and physiology? Developing tools to identify students at risk for failure

2015 ◽  
Vol 39 (2) ◽  
pp. 108-115 ◽  
Author(s):  
Amy Gultice ◽  
Ann Witham ◽  
Robert Kallmeyer
Keyword(s):  
At Risk ◽  
Student Success ◽  
At Risk Students ◽  
Academic Preparation ◽  
Students At Risk ◽  
Science Courses ◽  
Biology Students ◽  
Anatomy And Physiology ◽  
Survey Results ◽  
Study Support

High failure rates in introductory college science courses, including anatomy and physiology, are common at institutions across the country, and determining the specific factors that contribute to this problem is challenging. To identify students at risk for failure in introductory physiology courses at our open-enrollment institution, an online pilot survey was administered to 200 biology students. The survey results revealed several predictive factors related to academic preparation and prompted a comprehensive analysis of college records of >2,000 biology students over a 5-yr period. Using these historical data, a model that was 91% successful in predicting student success in these courses was developed. The results of the present study support the use of surveys and similar models to identify at-risk students and to provide guidance in the development of evidence-based advising programs and pedagogies. This comprehensive approach may be a tangible step in improving student success for students from a wide variety of backgrounds in anatomy and physiology courses.

scholarly journals Student Ability Best Predicts Final Grade in a College Algebra Course

2018 ◽  
Vol 5 (3) ◽  
Author(s):  
Kyle Anthony O'Connell ◽  
Elijah Wostl ◽  
Matt Crosslin ◽  
T. Lisa Berry ◽  
James P. Grover
Keyword(s):  
Student Success ◽  
Student Performance ◽  
Research University ◽  
Principal Component ◽  
College Level ◽  
Past Performance ◽  
Grade Point ◽  
Final Grade ◽  
Course Success ◽  
Targeted Interventions

Historical student data can help elucidate the factors that promote student success in mathematics courses. Herein we use both multiple regression and principal component analyses to explore ten years of historical data from over 20,000 students in an introductory college-level Algebra course in an urban American research university with a diverse student population in order to understand the relationship between course success and student performance in previous courses, student demographic background, and time spent on coursework. We find that indicators of students’ past performance and experience, including grade-point-average and the number of accumulated credit hours, best predict student success in this course. We also find that overall final grades are representative of the entire course and are not unduly weighted by any one topic. Furthermore, the amount of time spent working on assignments led to improved grade outcomes. With these baseline data, our team plans to design targeted interventions that can increase rates of student success in future courses.

Performance and Persistence Outcomes of GEAR UP Students: Leveling the Playing Field in Higher Education

2016 ◽  
Vol 20 (3) ◽  
pp. 328-349 ◽  
Author(s):  
Jafeth E. Sanchez ◽  
Jennifer L. Lowman ◽  
Kathleen A. Hill
Keyword(s):  
Higher Education ◽  
Grade Point Average ◽  
Test Scores ◽  
Research University ◽  
American College Test ◽  
Selective Medium ◽  
Retention Rates ◽  
Gear Up ◽  
Grade Point ◽  
Playing Field

Given the major investment in the Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) grant, rising postsecondary access, trends in poor persistence and retention rates, and the ongoing accountability measures in higher education, it is critical to examine factors related to postsecondary performance and persistence of GEAR UP students in comparison to their peers. College performance and persistence of 298 State GEAR UP students were compared with other first-time, first-year students (1,841) who entered a moderately selective, medium-sized public research university in Fall 2012. The GEAR UP students were more likely to be from disadvantaged, underrepresented backgrounds; despite less advantageous beginnings, they entered college with similar high school grade point average and Scholastic Assessment Test scores, though lower American College Test scores. Also, students’ first-term grade point average and credit loads served as predictors of persistence. Most importantly, GEAR UP students were just as likely to perform and persist as their peers.

ENRICHMENT FOR ACADEMIC SUCCESS: HELPING AT-RISK STUDENTS

1990 ◽  
Vol 15 (6) ◽  
pp. 33-37 ◽  
Author(s):  
ARTHUR REE CAMPBELL ◽  
SANDRA M. DAVIS
Keyword(s):  
At Risk ◽  
Academic Success ◽  
At Risk Students

scholarly journals Learning How to Learn: A Student Success Course for At Risk Students

2017 ◽  
Vol 8 (3) ◽  
Author(s):  
Elizabeth R. Bowering ◽  
Joanne Mills ◽  
Allison Merritt
Keyword(s):  
At Risk ◽  
Student Success ◽  
Learning Strategies ◽  
Study Skills ◽  
At Risk Students ◽  
Cognitive Strategies ◽  
Student Success Course ◽  
Success Course ◽  
Post Test ◽  
Premier Cycle

It is well known that university students with ineffective learning strategies and low motivation are at risk for lowered grades and stress. Given the needs of these students, Mount St. Vincent University developed the Student Success Course (SSC), a 14-week intervention that offers instruction in learning strategies, self-management, and motivation. The purpose of this study was to evaluate the effectiveness of the SSC for 100 undergraduates on academic probation. From pre- to post-test, participants reported a significant increase in cognitive strategies, study skills, and motivation as well as a significant decrease in test anxiety and procrastination (ps < .05). Over time, participants also demonstrated a significantly improved GPA (p < .0001). These results support the hypothesis that the SSC is an effective intervention, at least in the short-term, for improving learning and motivational strategies in at risk students. Il est reconnu que les étudiants d’université dont les stratégies d’apprentissage sont inefficaces et qui ont une faible motivation risquent de souffrir de stress et d’obtenir de mauvaises notes. Au vu des besoins de ces étudiants, Mount St. Vincent University a mis en place un cours pour faciliter la réussite des étudiants (Student Success Course - SSC). Il s’agit d’une intervention de 14 semaines au cours de laquelle on enseigne des stratégies d’apprentissage, de gestion autonome et de motivation. L’objectif de cette étude est d’évaluer l’efficacité de ce cours dans le cas de 100 étudiants de premier cycle placés en probation. Les participants ont rapporté, avant et après le test, une augmentation significative de leurs stratégies cognitives, de leurs compétences en matière d’apprentissage et de leur motivation, ainsi qu’une baisse importante de leur anxiété face aux examens et de leur procrastination (ps < .05). Avec le temps, les participants ont également démontré une augmentation de leur moyenne pondérée cumulative (p < .0001). Ces résultats soutiennent l’hypothèse selon laquelle le cours en question représente une intervention efficace, tout au moins à court terme, pour améliorer les stratégies d’apprentissage et de motivation chez les étudiants à risque.

scholarly journals Using Machine Learning to Identify At-risk Students in an Introductory Programming Course

2021 ◽  
Author(s):  
Cameron I. Cooper ◽  
Kamea J. Cooper
Keyword(s):  
Machine Learning ◽  
At Risk ◽  
Student Success ◽  
At Risk Students ◽  
Supervised Machine Learning ◽  
Success Rates ◽  
Data Set ◽  
Out Of Sample ◽  
Sample Test ◽  
Early Alert

Abstract Nationally, more than one-third of students enrolling in introductory computer science programming courses (CS101) do not succeed. To improve student success rates, this research team used supervised machine learning to identify students who are “at-risk” of not succeeding in CS101 at a two-year public college. The resultant predictive model accurately identifies \(\approx\)99% of “at-risk” students in an out-of-sample test data set. The programming instructor piloted the use of the model’s predictive factors as early alert triggers to intervene with individualized outreach and support across three course sections of CS101 in fall 2020. The outcome of this pilot study was a 23% increase in student success and a 7.3 percentage point decrease in DFW rate. More importantly, this study identified academic, early alert triggers for CS101. Specifically, the first two graded programs are of paramount importance for student success in the course.

Style Over Substance Reconsidered: Intrusive Intervention and At-Risk Students with Learning Disabilities

2002 ◽  
Vol 22 (2) ◽  
pp. 66-77 ◽  
Author(s):  
Robert Abelman ◽  
Anthony Molina
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Student Performance ◽  
At Risk Students ◽  
Retention Rates ◽  
Students With Learning Disabilities ◽  
Grade Point ◽  
Probationary Students ◽  
The Individual ◽  
The Impact

In two recent publications, we reported that the academic intervention process, not the specific intervention content, was responsible for a short-and long-term influx in at-risk student performance (grade-point average) and persistence (retention). All at-risk students who participated in the most intrusive of three interventions had higher cumulative grade-point averages and retention rates than those who received less intrusive interventions. In this post hoc analysis, we looked at probationary students with learning disabilities and found that they are only responsive to the individual attention and personalized accommodation provided under a highly intrusive model, and the impact is temporary.

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