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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
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
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  Data: 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
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  Data: <searchLink fieldCode="SU" term="%22Pell+Grant+Program%22">Pell Grant Program</searchLink>
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  Data: 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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  Data: 2011
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  Data: ED521251
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    Languages:
      – Text: English
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        PageCount: 4
    Subjects:
      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Enrollment
        Type: general
      – SubjectFull: Grants
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Educational Attainment
        Type: general
      – SubjectFull: Student Financial Aid
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Low Income Groups
        Type: general
      – SubjectFull: Developmental Studies Programs
        Type: general
      – SubjectFull: Community Colleges
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      – SubjectFull: Outcomes of Education
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      – SubjectFull: Statistical Data
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      – SubjectFull: College Students
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      – SubjectFull: Evidence
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      – SubjectFull: Achievement Gap
        Type: general
      – SubjectFull: National Programs
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      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Cohort Analysis
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      – SubjectFull: Educational Policy
        Type: general
      – SubjectFull: Improvement Programs
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      – SubjectFull: Pell Grant Program
        Type: general
    Titles:
      – TitleFull: Outcomes of First-Year Persisting Students. Data Notes. Volume 5, Number 5, September/October 2010
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