An event history model of student departure

DesJardins, Stephen L.; Ahlburg, Dennis A.; McCall, Brian P.

doi:10.1016/s0272-7757(98)00049-1

Cited by 173 publications

(148 citation statements)

References 25 publications

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“…Examples include studies by Cabrera et al (1992), Gladieux and Perna (2005), and Hu and St. John (2001). There have been critiques of this approach (DesJardins et al, 1999(DesJardins et al, , 2002a, and indeed a smaller set of studies has examined the effects of student financial aid on persistence as measured by the amount awarded (e.g., St. John et al, 2005;Singell and Stater, 2006;Somers et al, 2004).…”

Section: Defining Aidmentioning

confidence: 99%

Student Aid and Its Role in Encouraging Persistence

Hossler

Ziskin

Gross

et al. 2009

Higher Education: Handbook of Theory and Research

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Section: Defining Aidmentioning

confidence: 99%

Student Aid and Its Role in Encouraging Persistence

Hossler

Ziskin

Gross

et al. 2009

Higher Education: Handbook of Theory and Research

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“…Situations such as university withdrawal and transfer, but also progressing slowly towards a degree, have severe consequences for the individuals involved as well as for society, in view of tuition costs and the foregone income of each year of tuition without any return on the initial investment (according to OECD 2012, an individual invests an average of US$ 55,000 to acquire a tertiary qualification, when direct and indirect costs are taken into account; for the costs imposed on society, see the discussion in DesJardins, Ahlburg, and McCall 1999).…”

Section: Introductionmentioning

confidence: 99%

“…However, the temporal dimension has not always been considered, and when it is, it is not taken into account in a discrete framework, which is clearly needed in many educational inquiries, since the assumption of continuous time models -that the precise time of occurrence of an event is known -may be unrealistic in educational contexts (Singer and Willett 1993;Scott and Kennedy 2005;Arias Ortiz and Dehon 2011). In addition, researches have not always considered the dependence of various competing outcomes (e.g., different conditions of departure from university), which are in fact important in understanding the complex interdependencies existing between events (see discussion in DesJardins, Ahlburg, and McCall 1999, 2002, and in Arias Ortiz and Dehon 2011.…”

Section: Introductionmentioning

confidence: 99%

The determinants of academic outcomes in a competing risks approach: evidence from Italy

Clerici

Giraldo

Meggiolaro

2014

Studies in Higher Education

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Abstract:The literature has suggested that students' progress at university is influenced by their personal characteristics; this paper examines whether these factors act differently according to the study fields of degree courses in which students are enrolled. In particular, the factors influencing the various outcomes of the university programme (withdrawals, course changes, delays, completion of degrees) in three-year degree courses in a large Italian university are analysed from the perspective of study fields. We examined the records of over 32,000 students enrolling from academic years 2002/03 to 2005/06 in 84 first-cycle degree courses, grouped in four different fields of study. Analyses were conducted by considering the time dimension within the methodological approach of survival analysis, by means of individual longitudinal data from university administrative archives. A discrete-time method for competing risks event history analysis was applied to study the determinants of university outcomes in the various fields of study.

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“…The implications of this model are used to interpret the outcomes, such as final grades and a student's decision to continue or drop out of school. 6 Using an estimation procedure similar to DesJardins et al (1999) and Rawlson (2006), the SE 2 policy is used to determine the effect that incentivizing effort has on retention.…”

Section: Literature Reviewmentioning

confidence: 99%

<em>Non-cognitive Ability, College Learning, and Student Retention</em>

Gray¹,

Swinton²

2017

The Journal of Negro Education

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Recent decades have seen a steady increase in college enrollment rates, which has not been accompanied by a corresponding increase in graduation rates. If this discrepancy is at least partly due to insufficient "effort" exerted by students, policies that aim at rewarding effort explicitly may succeed at increasing graduation rates. This paper uses a unique and rich administrative data set to analyze the impact of the introduction of a new grading policy on performance and retention rates at Benedict College, a Historically Black College in Columbia, South Carolina. According to the new grading policy, grades for freshman and sophomore courses are determined in part by performance on tests and in part by measures of "effort" such as attendance and class participation. The policy was intended to inspire a sense of discipline in students' attitudes towards academic work, in the hope of improving learning and graduation rates. However, the data show that the introduction of the new grading policy was actually followed by an increase in dropout rates, disproportionately due to students with pre-college GPAs above the mean. This paper describes a simple theoretical model that illustrates how this observed change can be a result of the interaction between the increased disutility caused by the larger effort required by the new policy, and the uncertainty that relates effort to knowledge grades, an uncertainty that only disappears after the final grades are assigned. Overall, student SAT composite scores, ACT composite scores and high school GPAs are not great predictors of survival after the policy change.

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An event history model of student departure

Cited by 173 publications

References 25 publications

Student Aid and Its Role in Encouraging Persistence

Student Aid and Its Role in Encouraging Persistence

The determinants of academic outcomes in a competing risks approach: evidence from Italy

<em>Non-cognitive Ability, College Learning, and Student Retention</em>

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