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Predicting Retention, Progression, and Graduation of First-Time Freshmen Students

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Title: Predicting Retention, Progression, and Graduation of First-Time Freshmen Students
Language: English
Authors: Brynn L. Munro, Juliann Sergi McBrayer, Antonio P. Gutierrez de Blume, Pamela Wells
Source: Georgia Journal of College Student Affairs. 2024 40(1):174-200.
Availability: Digital Commons@Georgia Southern. Digital Commons Office, Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: digitalcommons@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/gcpa/
Peer Reviewed: Y
Page Count: 28
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Secondary Education
Descriptors: Predictor Variables, School Holding Power, Academic Achievement, Graduation Rate, Bachelors Degrees, First Generation College Students, Gender Differences, College Preparation, Socioeconomic Status, Educational Status Comparison, Barriers, Minority Serving Institutions, Hispanic American Students, College Freshmen
ISSN: 2330-7277
2330-7269
Abstract: Currently, roughly one-third of college students fit the federal government's definition of first-generation college student status, meaning neither parent has earned a baccalaureate degree (RTI International, 2023). This study utilized archival data at an access institution in the southeastern United States in a causal-comparative study using binary logistic regression analysis to determine if first-generation college student status, gender, socioeconomic status, and academic preparedness are predictors for six-year graduation rates. Findings from this quantitative study determined that gender, socioeconomic status, and academic preparedness were significant predictors for graduation within six years of matriculation at the institution. A future qualitative study may provide context for the student experience and determine what factors influenced student success. These findings are intended to help administrators understand their student population and implement intervention strategies to increase graduation outcomes.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1448975
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Predicting Retention, Progression, and Graduation of First-Time Freshmen Students
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  Data: <searchLink fieldCode="AR" term="%22Brynn+L%2E+Munro%22">Brynn L. Munro</searchLink><br /><searchLink fieldCode="AR" term="%22Juliann+Sergi+McBrayer%22">Juliann Sergi McBrayer</searchLink><br /><searchLink fieldCode="AR" term="%22Antonio+P%2E+Gutierrez+de+Blume%22">Antonio P. Gutierrez de Blume</searchLink><br /><searchLink fieldCode="AR" term="%22Pamela+Wells%22">Pamela Wells</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Georgia+Journal+of+College+Student+Affairs%22"><i>Georgia Journal of College Student Affairs</i></searchLink>. 2024 40(1):174-200.
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  Data: Digital Commons@Georgia Southern. Digital Commons Office, Zach S. Henderson Library, Georgia Southern University, Statesboro, GA 30458. e-mail: digitalcommons@georgiasouthern.edu; Web site: https://digitalcommons.georgiasouthern.edu/gcpa/
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  Data: Currently, roughly one-third of college students fit the federal government's definition of first-generation college student status, meaning neither parent has earned a baccalaureate degree (RTI International, 2023). This study utilized archival data at an access institution in the southeastern United States in a causal-comparative study using binary logistic regression analysis to determine if first-generation college student status, gender, socioeconomic status, and academic preparedness are predictors for six-year graduation rates. Findings from this quantitative study determined that gender, socioeconomic status, and academic preparedness were significant predictors for graduation within six years of matriculation at the institution. A future qualitative study may provide context for the student experience and determine what factors influenced student success. These findings are intended to help administrators understand their student population and implement intervention strategies to increase graduation outcomes.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 28
        StartPage: 174
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        Type: general
      – SubjectFull: School Holding Power
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      – SubjectFull: First Generation College Students
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      – SubjectFull: College Preparation
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      – SubjectFull: Educational Status Comparison
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      – SubjectFull: Barriers
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      – SubjectFull: Minority Serving Institutions
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      – SubjectFull: Hispanic American Students
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      – SubjectFull: College Freshmen
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      – TitleFull: Predicting Retention, Progression, and Graduation of First-Time Freshmen Students
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