Early Coursework and College Experience Predictors of Persistence at a Hispanic-Serving Institution

Abstract

Utilizing survival analysis, we examined two key first year courses, mathematics and English, and tested whether they were predictive for long-term student success as measured by persistence to graduation at a Hispanic-serving research university. While first math and first English courses were significant, SAT score was not for Hispanic and Black students. High school grade point average (GPA) was significant for Hispanic students but not for White or Black students. ResumenUtilizando el análisis de supervivencia este estudio examinó dos cursos claves de primer año, matemáticas e inglés; y examinó si estos cursos eran predictivos del éxito a largo plazo de los estudiantes, de acuerdo a la persistencia a graduarse en una universidad de investigación de servicio para hispanos. Mientras que los cursos de matemáticas e inglés de primer año fueron significativos; la puntuación del Examen de Admisión para Estudiantes (SAT por sus siglas en inglés) no fue significativa para los estudiantes hispanos y negros. El Promedio de Calificaciones (GPA por sus siglas en inglés) de la preparatoria fue significativo para los estudiantes hispanos pero no lo fue para los estudiantes blancos o negros.

Review of Undergraduate Student Retention and Graduation Since 2010: Patterns, Predictions, and Recommendations for 2020

“…The findings revealed a strong association between higher GPA and financial aid; that is, students who received higher dollar amounts of need-based grants earned high grades (Tuttle & Musoba, 2013). Similar effects were observed in the studies of Musoba and Krichevskiy (2014) and R. Chen (2012). According to R. Chen (2012), needsbased financial aid packages substantially boost retention for low-income students and work to narrow the socioeconomic graduation gap.…”

“…Different patterns emerged for the associations of academic indicators to persistence and graduation for students of the three ethnic groups (Musoba & Krichevskiy, 2014). With respect to academic preparation, high school GPA emerged as a significant factor in graduation for Latino students but not for White or Black students and composite SAT had no significant impact on persistence or graduation for students of any ethnicity.…”

“…Using survival analysis, Musoba and Krichevskiy (2014) examined the relationship of students' experiences in requisite first-year English and mathematics courses to their future persistence and graduation. The study took place at a Hispanic-serving research university, based on data from all first-time students entering the university from 2005 to 2010 who had applied for financial aid.…”

“…For Black students, first-term GPA and success in first-semester math and English courses were all significant for persistence and graduation. Musoba and Krichevskiy (2014) speculated that the performance of Black and Latino students on gateway English and mathematics courses may influence their perceptions of whether they belong in college. Given the importance of mathematics courses to further study in business and health science programs as well as in Science, Technology, Engineering and Mathematics (STEM) fields, and the low pass rates in requisite math courses at many institutions (including the university where the study took place), Musoba and Krichevskiy recommend strategies such as collaborative learning and group tutoring, which may be especially beneficial for Black and Latino students.…”

Are Title V Grants and Educational Expenditures Associated with Educational Attainment of Latinasos at Hispanic Serving Institutions? = Estan las subvenciones del program federal Title V y gastos en educacion (instruccion, apoyo academico, y servicios a lasos estudiantes) relacionados con los logros educacionales de lasos Latinasos en las instituciones de estudios superiores que serving a lasos Latinasos (HSI)?

“…HSIs are more likely to be the first in their families to attend college, be first-or secondgeneration immigrants, attend college part-time, work off-campus, and be academically underprepared for college (ASHE, 2013;Cuellar, 2014Cuellar, , 2015de los Santos & Cuamea, 2010). In general, at HSIs, the academic attainment of Latina/o students is not predicted by standardized test scores (Musoba & Krichevskiy, 2014;Vaquera & Maestas, 2009). In a result similar to that of students at non-HSIs, research has indicated that at HSIs the positive interaction between Latina/o students and faculty increases their academic performance (DeFreitas & Bravo, 2012).…”