This study explored how the Oakland University Trustee Academic Success (OUTAS) program, which mandates counseling, mentoring and leadership development, impacted retention, performance and graduation of a diverse group of students. Study participants included 189 OUTAS students from the 1995-2000 academic years and a comparison group of 189 students from Oakland University from 1995-2000. To address the research questions, t-tests, chi-tests of independence, logistic regressions and multiple regressions were conducted. Independent variables studied were first to second year retention, final grade point average (GPA), and years to graduation. The independent variable studied was mandated comprehensive supports, grouped together as counseling, peer mentoring and leadership development. The results indicated a relationship between group membership and 1st to 2nd year retention, academic performance, and persistence to graduation. Additionally, OUTAS students were retained to the 2nd year, performed better academically, and persisted to graduation at a higher rate than the comparison group. Logistic regression conducted on the variable of 1st to 2nd year retention for the OUTAS group found that none of the variables significantly predicted 1st to 2nd year retention. For OUTAS, 1st to 2nd year retention was due to factors other than the variables studied. The logistic regression on the same variable for the comparison group found high school GPA and years to graduate significantly predicted 1st to 2nd year retention. Logistic regression analysis conducted on the variable of persistence to graduation for OUTAS demonstrated that final GPA upon graduation predicted persistence. For the comparison group, final GPA and 1st to 2nd year retention predicted persistence. Multiple regression analysis conducted on the variable of final GPA for OUTAS demonstrated high school GPA was predictive of final GPA in college, which was also true for the comparison group. The multiple regression analysis for the comparison group also found that final GPA decreased as years to graduate increased, and final GPA increased as ACT score increased.
|Advisor:||Otto, Mary L.|
|School Location:||United States -- Michigan|
|Source:||DAI-A 70/07, Dissertation Abstracts International|
|Subjects:||Agronomy, School counseling, Higher education|
|Keywords:||Academic success, Comprehensive supports, Diverse group, Mandated counseling, Michigan, Minority students, Oakland University Trustee Academic Success, Retention, Support services|
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