Outcomes of First-Year Persisting Students. Data Notes. Volume 5, Number 5, September/October 2010
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| Title: | Outcomes of First-Year Persisting Students. Data Notes. Volume 5, Number 5, September/October 2010 |
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| Language: | English |
| Authors: | Topper, Amy, Lee, John, Achieving the Dream, Inc. |
| Source: | Achieving the Dream. 2010. |
| Availability: | Achieving the Dream. 8455 Colesville Road Suite 900, Silver Spring, MD 20910. Tel: 240-450-0075; Fax: 240-450-0076; e-mail: info@achievingthedream.org; Web site: http://www.achievingthedream.org |
| Peer Reviewed: | N |
| Page Count: | 4 |
| Publication Date: | 2010 |
| Document Type: | Collected Works - Serial Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education Two Year Colleges |
| Descriptors: | Majors (Students), Academic Persistence, Interaction, Enrollment, Grants, Student Characteristics, Educational Attainment, Student Financial Aid, Correlation, Predictor Variables, Low Income Groups, Developmental Studies Programs, Community Colleges, Outcomes of Education, Statistical Data, College Students, Evidence, Achievement Gap, National Programs, At Risk Students, Cohort Analysis, Educational Policy, Improvement Programs |
| Laws, Policies and Program Identifiers: | Pell Grant Program |
| Abstract: | Using data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" looks at three-year enrollment and attainment outcomes of students who persist through their first year. Additionally, first-year persisters (FYPs) were grouped based on the interaction of several student characteristics; analysis was conducted to determine if differences in outcomes existed between students when they were grouped based on this interaction of characteristics. The data show that FYPs who started college full-time had higher second-year persistence rates than those who started part-time, as did students who were referred to developmental education or were enrolled in terminal majors. To determine the cumulative effect of various student characteristics on student outcomes, data reflecting FYPs were first disaggregated by enrollment status, followed by developmental education referral, major field, and then Pell grant receipt. These data tell a complicated story. Each group of students, as defined by the receipt of Pell grants, starting college either full- or part-time, whether they were referred to developmental education, and their initial major fields, shows a different progression in their college work. (Contains 2 figures and 12 footnotes.) |
| Abstractor: | As Provided |
| Entry Date: | 2011 |
| Accession Number: | ED521251 |
| Database: | ERIC |
| Abstract: | Using data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" looks at three-year enrollment and attainment outcomes of students who persist through their first year. Additionally, first-year persisters (FYPs) were grouped based on the interaction of several student characteristics; analysis was conducted to determine if differences in outcomes existed between students when they were grouped based on this interaction of characteristics. The data show that FYPs who started college full-time had higher second-year persistence rates than those who started part-time, as did students who were referred to developmental education or were enrolled in terminal majors. To determine the cumulative effect of various student characteristics on student outcomes, data reflecting FYPs were first disaggregated by enrollment status, followed by developmental education referral, major field, and then Pell grant receipt. These data tell a complicated story. Each group of students, as defined by the receipt of Pell grants, starting college either full- or part-time, whether they were referred to developmental education, and their initial major fields, shows a different progression in their college work. (Contains 2 figures and 12 footnotes.) |
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