Freshman Orientation, Persistence, and Achievement: A Longitudinal Analysis

Abstract

This longitudinal study (2001)(2002)(2003)(2004)(2005) considers the impact of a freshman orientation course on the persistence of black and white students at a midsouthern university, as well its relationship with college achievement (GPA). Controlling for gender, race, high school GPA, and decided on major, logistic regression was used to assess persistence; multiple regression for evaluating college GPA. Though the orientation course had a positive impact on persistence to the second year and first year GPA (particularly for black students), it failed to have impact beyond the second year. Topical gaps in the course's content are considered as a possible influence in the lack of long-term persistence. Possible future research is discussed.A major goal for both colleges and students should be the final attainment of a degree. However, degree attainment statistics are not encouraging. For example, looking at those freshmen who entered college in the Fall of 1995, by June 2001, only 55.3% had actually graduated (U.S. Department of Education, 2003). Indeed, the chances that students will even graduate in 4 years from a "four-year institution," may be less likely now than in the past. Wirt et al. (2004) found that, for both freshmen who started in the Fall of 1989 and the Fall of 1995, after 5 years, only about 53% had received a bachelor's degree. In another study, of students who started college in 1994, only 36.4% of them earned a

Assessing the Effectiveness of a College Freshman Seminar Using Propensity Score Adjustments

“…For instance, several studies found no difference in retention between students who took a first-year experience course and students who did not (Handel 2001;Koutsoubakis 1999;Wolf-Wendel et al 1999). Other researchers found that students who took the first-year course were more likely to stay in school past the first year (Burgette and Magun-Jackson 2009;Miller et al 2007;Yockey and George 1998) and graduate within four years (Lang 2007;Noble et al 2007). Similar inconsistencies were found across studies examining how the programs affected GPA.…”

“…Many evaluations base the effectiveness of first-year seminars on how well universities retain students past their first year of college and enhance students' GPAs (Burgette and Magun-Jackson 2009;Jamelske 2009;Miller et al 2007;Yockey and George 1998). However, results from previous studies have been inconsistent as to the effectiveness of these programs on retention, GPA, and other outcome measures.…”

“…Previous researchers have attempted to control for selection bias by adding individual covariates to their models (Keup 2005;Jamelske 2009;Noble et al 2007); but several of these analyses only accounted for variables of convenience (Burgette and Magun-Jackson 2009;Miller et al 2007), common demographic characteristics, such as gender, ethnicity, high school GPA, and ACT/SAT scores. Although these particular covariates are good predictors of selection and outcome (Gifford et al 2006;Porter and Swing 2006), they may not sufficiently reduce selection bias, particularly when only a limited number are used.…”

The Retention of Women in Science, Technology, Engineering, and Mathematics: A Framework for Persistence

“…Some potential research questions have evolved from the literature and underpinthe conceptual framework presented in this paper. Derived from earliers studies [46], [47], [73], they are reflected in the persistence literature [63]- [71] and point toward further inquiry. More information is needed about what prompts women to enter STEM, influences their decisions to stay or leave, their pedagogical experiences in Feel challenged by the rigor of the discipline (they should neither be too easy nor too hard but something that can be overcome);  Sees themselves making gains in proficiency in the area of interest.…”

“…The emergence of persistence as a key variable, particularly as it relates to the retention of women, is apparent from the literature [63]- [70], [46], [71], [72]. Along those lines, the primary theoretical framework is Prenzel's [28], [29] persistence of academic interest model, based on four precepts:  Positive pleasant attitude about the academic area of interest;  High degree of absorption, concentration, or commitment to the area of interest;  Being challenged by the rigor of the academic discipline (they should neither be too easy nor too hard but something that can be overcome);  Recognize gains in proficiency and mastery.…”