scholarly journals Supplemental Instruction: Understanding Academic Assistance in Underrepresented Groups

2017 ◽  
Author(s):  
Erin Michelle Buchanan ◽  
Kathrene D Valentine ◽  
Michael Frizell
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Graduation Rates ◽  
Supplemental Instruction ◽  
Grade Point Averages ◽  
Retention Rates ◽  
Grade Point ◽  
Academic Assistance ◽  
Course Grades ◽  
Comparison Groups

Student retention rates are increasingly important in higher education. Higher education institutions have adopted various programs in the hopes of increasing graduation rates and grade point averages (GPAs). One of the most effective attempts at improvement has been the Supplemental Instruction (SI) program. We examined our SI program on three facets: attendance, attendance’s influence on final scores, and graduation rates for students who had participated in these courses. These questions were also investigated focusing on specific comparison groups, as we looked into how these effects differed for Minority students and nontraditional students, when compared to their White and traditional peers. Overall, SI attendance led to positive outcomes: increased final course grades and graduation rates, even after adjusting for previous achievement.

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.

scholarly journals The Relationship between Administrative Intensity and Student Retention and Success: A Three-Year Study

2018 ◽  
Vol 8 (4) ◽  
pp. 159 ◽  
Author(s):  
Kerry Romine ◽  
Rose Baker ◽  
Karla Romine
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Student Retention ◽  
Postsecondary Education ◽  
Graduation Rates ◽  
Secondary Data ◽  
Secondary Data Analysis ◽  
Policy Implications ◽  
Education Student ◽  
Data Set

Through the lens of complexity theory and by utilizing the methodological framework set forth in Gander’s 1999 article regarding internal and external organizational elements of administrative intensity, this secondary data analysis study linked the internal organizational elements of administrative intensity to institutional results as evidenced by higher education student retention and graduation rates. Representing institutional investments, efforts, and outcomes from 2004 to 2014, three years of data reporting were gathered from the Integrated Postsecondary Education Data Set (IPEDS) and were then cleaned per secondary data analysis techniques. Using canonical correlation analysis, the internal elements of administrative intensity were correlated with student retention and success. Findings indicate the relationships of internal elements of higher education institutions on student retention and success, which was measured by four-year, six-year, and eight-year graduation rates. The discussion includes education policy implications.

scholarly journals Measuring, Manipulating, and Predicting Student Success: A 10-Year Assessment of Carnegie R1 Doctoral Universities Between 2004 and 2013

2019 ◽  
Vol 21 (1) ◽  
pp. 119-141 ◽  
Author(s):  
Nathaniel L. Wade
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Graduation Rates ◽  
Quantitative Research ◽  
Current System ◽  
Operational Definition ◽  
Retention Rates ◽  
Institutions Of Higher Education ◽  
Doctoral Universities ◽  
Retention And Graduation Rates

Student success measurements for 4-year institutions of higher education are a topic of importance for numerous stakeholders including prospective and current students, parents, staff, faculty, administrators, governing boards, policymakers, and citizens. Common measures of student success are retention rates and 4- and 6-year graduation rates. However, the standardization, accuracy, and reporting of these rates are less than scientific due in part to the operational definition provided by the federal government for reporting graduation rates. The current system for reporting retention and graduation rates are flawed. As accountability continues to increase for institutions of higher education, this analysis provides comparative, qualitative, and quantitative research with the goal of informing and assisting universities, as they strive to increase the rates at which their students succeed. A particular emphasis will be placed on an empirical analysis over a 10-year period of time for retention and graduation rates of 115 Carnegie R1 doctoral universities.

The Impact of Wyman’s Teen Leadership Program on College Achievement and Retention

2019 ◽  
Vol 7 (3) ◽  
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
Low Income ◽  
First Generation ◽  
Retention Rates ◽  
Leadership Program ◽  
Grade Point ◽  
Teen Leadership ◽  
Postsecondary Access ◽  
The Impact

Low-income, first-generation college students face a host of obstacles on their journeys toward degree completion. Providing effective supports for these students as they navigate their postsecondary experiences is an important determinant of success, the implications of which can be far-reaching. The purpose of the current study discussed in this article was to examine the impact of Wyman’s Teen Leadership Program (TLP) on positive college outcomes for low-income, first-generation students pursuing higher education at Missouri State University (MSU). TLP is a community-based, postsecondary access and success program comprising three developmentally progressive phases that begin when teens are ninth graders and ends after their second year of postsecondary education. During the postsecondary phase of the program, TLP works in close partnership with higher education institutions like MSU to effectively support students through caring relationships and coordinated services. Using a mixed-methods approach, the authors analyzed the college retention rates and grade point averages (GPAs) of 39 TLP participants attending MSU and 82 comparison students with similar background characteristics. Findings revealed statistically higher retention rates and GPAs for TLP participants compared to non-participants. Focus groups were also conducted to better understand the perceptions of TLP participants (n = 15) and TLP staff members (n = 6). Using Schlossberg’s (1989) theory of marginality and mattering as a framework, the authors analyzed focus group responses, from which three overarching themes emerged: relationships, intentional experiences, and self-efficacy. The study findings suggest that postsecondary access and success programs are most effective when their curricula and program experiences are supported by strong and consistent student-adult relationships.

The Effects of Affirmative Action Programs: Evidence From the University of California at San Diego

2005 ◽  
Vol 27 (3) ◽  
pp. 263-289 ◽  
Author(s):  
Heather Rose
Keyword(s):  
Affirmative Action ◽  
Graduation Rates ◽  
San Diego ◽  
Academic Preparation ◽  
Grade Point Averages ◽  
University Of California ◽  
Grade Point ◽  
Percentage Points ◽  
The Difference ◽  
The University

Using administrative data from the University of California at San Diego, the author explicitly identifies and studies students admitted under affirmative action programs. On average, these students earned grade point averages (GPAs) 0.30 points lower than those of nonaffirmative students. The difference in graduation rates is larger, with 57% of affirmative action students graduating compared to 73% of their nonaffirmative action peers. When compared to students just above the regular admissions cutoff, the differences are smaller—the difference in graduation rates is only 8 percentage points, and the difference in GPAs is only 0.20 points. A student’s family, school, and neighborhood characteristics can explain a small part of these differences, but academic preparation explains most of the difference.

scholarly journals Pre-graduation Grade Inflation in Medical Training in Turkey: A Longitudinal Study From 2005 to 2020

2021 ◽  
Author(s):  
ENGİN KARADAG
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Medical Training ◽  
Grade Inflation ◽  
Academic Degree ◽  
Grade Point ◽  
Non Profit ◽  
Course Grades ◽  
The 1960S ◽  
Education In Turkey

Abstract Background: Grade inflation in higher education institutions, that is the increase in students’ grades, has been observed since the 1960s. There are comprehensive proofs that document the allegations, prevalence and severity of grade inflation in higher education especially in American universities for the past 10 years. This study analyzes the change in the ratio of those graduated with a “very good (>2.99)” degree from medical education in Turkey within a 15-year-long period, the grade inflation (when all other factors are constant), and factors that affect the course grade. Methods: The analyses were carried out using the grade point average (GPA) of 9.618 students graduated from the medical faculty of 25 universities in Turkey, and 288.540 student grade for 7.597 courses. The study used the “real” university random effects estimator modeling considering the differences in universities with correlation, ANOVA, t-test and ANCOVA analyses. Results and Conclusion: The results revealed that there was a marginal increase in grades in medical training before graduation after checking the effects of factors that might affect the graduation grades. The 29% grade inflation detected is in line with the literature and is one of the highest values that have been reported so far. It was also detected that the ratio of graduates with a “very good (>2.99)” degree was 17% in 2005 and it increased to 46% in 2020. Additionally, the class size, academic degree of the tutor, grade, content of the course, types of the universities (public & non-profit private), accreditation of the program, and the age of the faculty are important determinants of course grades. According to these results, it is clear that both the uncontrolled expansion of medical faculties in Turkey and the decrease in quality cause an increase in grades. One of the most important results obtained is that accreditation slows down the grade inflation. Both the course grades following the accreditation process and the inflation in the graduation grades (grade inflation) slowed down significantly in the accredited faculties. This finding is an important example of the necessity of accreditation, which is referred to as the “golden standard” to improve the quality of medical education.

Style Over Substance Revisited: A Longitudinal Analysis of Intrusive Intervention

2001 ◽  
Vol 21 (1-2) ◽  
pp. 32-39 ◽  
Author(s):  
Robert Abelman ◽  
Anthony Molina
Keyword(s):  
At Risk ◽  
Student Performance ◽  
Academic Advising ◽  
At Risk Students ◽  
Grade Point Averages ◽  
Retention Rates ◽  
Grade Point ◽  
Intervention Process ◽  
Intervention Content ◽  
Long Term Impact

In a recent report, the authors showed that the academic intervention process, rather than the specific intervention content, was responsible for a short-term influx in at-risk student performance and persistence. Students in varying degrees of academic probation were randomly assigned to one of three intervention strategies that incorporated controlled content but divergent levels of intrusiveness. Results showed that the most intrusive intervention produced higher cumulative grade-point averages and retention rates for all at-risk students. This follow-up study on the long-term impact of these one-time interventions confirms results regarding performance and persistence: Some intrusion is better than none in academic advising.

scholarly journals Analyzing the Findings of the Saudi Research on Student Attrition in Higher Education

2016 ◽  
Vol 9 (8) ◽  
pp. 184 ◽  
Author(s):  
Othman Aljohani
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Empirical Data ◽  
Student Attrition ◽  
Academic Institution ◽  
Retention Rates ◽  
Institutional Factors ◽  
Comprehensive Review ◽  
Tertiary Institutions

<p class="apa">This paper presents a comprehensive review of the available literature on student attrition in Saudi higher education context. Despite the reported low student retention rates in Saudi tertiary institutions, student attrition remains an under-researched phenomenon. Thus, this paper aims to trace and collect all the available studies that addressed the issue of low student retention in the Saudi in higher education and to present and analyse their findings. This will help in providing evidence and empirical data that give a clearer view of the problem and pave the way for the future researchers as well as allowing for suggestions towards more effective plans and solutions. The student attrition factors reported in the reviewed Saudi studies were classified under personal, academic, social and institutional categories. However, the students’ low academic abilities and institutional factors were the most common across all of the studies. These factors relate to students’ experiences with the administrative system of their academic institution, including the admission, registration and disciplinary rules and policies and the availability and quality of student services and facilities.</p>

scholarly journals Assessing the Impact of Reference Assistance and Library Instruction on Retention and Grades Using Student Tracking Technology

2018 ◽  
Vol 13 (2) ◽  
pp. 2-12 ◽  
Author(s):  
Dennis Krieb
Keyword(s):  
Community College ◽  
Student Retention ◽  
Negative Impact ◽  
Retention Rates ◽  
Library Instruction ◽  
Chi Square ◽  
Course Grades ◽  
Student Cohorts ◽  
The Impact ◽  
Grade Average

Abstract Objective – To assess the impact of community college academic librarians upon student retention and grades through reference desk visits and attendance in library instruction classes. Methods – Student ID data used for this research was collected from students that visited the reference desk to consult about a course-related question or attended a library instruction class for a specific course. After consenting to share their student ID number, the students’ IDs were scanned and uploaded to a Blackboard Analytics data warehouse. A Pyramid Analytics reporting tool was used to query and extract student-level retention and grade data based upon whether the student had visited the reference desk or attended a library instruction class. Chi-square and Fisher’s exact tests were used to discern any statistical difference in retention rates and grades between students that engaged a librarian through reference or instruction and the general student population. Results – When comparing fall-to-fall retention for all degree-seeking students, students that visited the reference desk or attended a library instruction class had a statistically higher rate of retention. When comparing fall-to-fall retention within low-retention student cohorts, students that visited the reference desk or attended a library instruction class had higher rates of retention among all low-retention cohorts. Eight of 10 cohorts were statistically higher for library instruction and 6 of 10 cohorts were statistically higher for reference visits. With respect to course grades, only 1 of 5 high enrollment courses showed a higher grade average for students that attended a library instruction class. None of the differences in average grades between students that attended a library instruction class and all students in the five courses were statistically significant. For the impact of a reference visit upon a course grade, all five courses showed a higher average grade average for students that visited the reference desk for a question related to their course than all students in the course. Four of the 5 differences were statistically significant. Conclusions – The data collected by systematically tracking students that interact with community college librarians suggests that reference desk visits and attendance of library instruction classes both have a positive, statistically significant impact upon student retention. When looking at course grades, the data does not indicate a statistically significant positive or negative impact for library instruction. The impact of visiting the reference desk upon course grades does suggest a strong, statistically significant positive correlation.

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