Leveraging What We Know to Enhance Short-Term and Long-Term Retention of University Students

Abstract

Logistic regression models of students' 1-year retention and 6-year retention/graduation for the fall 2000 entering class of students at a research-extensive university in the Midwest were estimated by combining university, financial aid, and Cooperative Institutional Research Program data ( n = 1,905; 45% female, 87% Caucasian, 75% in-state). Statistically significant predictors of retention to the second year were first-year cumulative grade point average, financial aid variables, learning community membership, information technology use in high school, and in-state residence. Six-year retention/graduation was predicted significantly by the students' last registered term cumulative grade point average, number of years living on campus, transfer credits, financial aid variables, gender, ability measures (high school rank, ACT composite score), in-state residence, and female gender.

Academic resourcefulness, coping strategies and doubting in university undergraduates

“…The year of study has been found to relate to different predictors of retention (Whalen et al 2010). For instance, issues subsumed under teachers' accessibility and support were more commonly associated with first-year student retention, even though some of these issues were also valid for second-and third-year students (Willcoxson 2010).…”

First‐to‐Second‐Year Persistence Profile of Commuter Students

“…In addition to supporting the significant role that finances play in matching opportunities between low‐income students and their wealthy counterparts, Cabrera and others found that adequate financial support also influenced student social and academic integration and matriculation. Later researchers reported similar findings that students with financial aid in their freshman year are more likely to matriculate to their sophomore year (Johnson, ; Whalen, Saunders, & Shelley, ). Herzog () examined how different types of financial aid affected student attrition from first year to second year and found that “every type of package offered appears to improve retention” (p. 914).…”

An Elective Mathematics Readiness Initiative for STEM Students

“…see recommendations of Whalen, et al) 10 we began recruiting students who did not pass their math in fall by developing a list of all students who performed at the D, W, or F level in algebra, trigonometry, and calculus and sending out promotions to them encouraging them in their STEM careers while also providing an opportunity for reflection about how to make their next semester go better. As a part of this communication, we recommended the use of the free ALEKS™ online learning module.…”