This study looked at the success rate of first-year students in a new program for conditionally admitted students. Logistic regression was used to determine the impact of several pre-college variables, such as high school grade point average and ACT scores, and orientation generated variables, specifically placement test results, on the dependent variable of student success. Student success was achieved when a student was subsequently enrolled for the first term of his or her second year of college. As part of the findings, each independent variable is interpreted based on whether or not it was determined to be impactful.
The study concludes with a discussion of the broader implications of the research. First, the research is discussed in terms of how it fits within the existing research on student success and how it might add to that research base. Next, the research is used to inform future researchers of similar studies how to approach and design their research so that it provides them with even more meaningful results. Finally, the practical applications of the research are discussed in the form of recommendations to student affairs professionals and others concerned with student success. These recommendations are a list of specific actions practitioners can implement to improve the retention of their first-year students, especially those students who have been conditionally admitted and are taking developmental education courses.
|Commitee:||Ehrlich, Suzanne, Hamant, Nancy, Laine, Chester|
|School:||University of Cincinnati|
|Department:||Curriculum & Instruction|
|School Location:||United States -- Ohio|
|Source:||DAI-A 71/04, Dissertation Abstracts International|
|Subjects:||Adult education, Curriculum development, Higher education|
|Keywords:||Academic advising, College admissions, College success, Conditional admission, Developmental education, Post-secondary education, Precollege academics, Retention, Student success|
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