Long-term persistence of two-year college students

Abstract

This paper employed a theoretical model to explain the long-ter persistence of students who began their post-secondary education in two-year institutions. The model waa estimated on a national sample of 825 students who initially enrolled in 85 two-year institutions in the fall of 1971, and were followed over a nine-year period.Although there were differences in the factors associated with persistence for men and women, the results tend to confirm the importance of person-environment tit as a salient influence on degree persistence and completion in post-secondary education. Measures of academic and social integration had the most consistent pattern o: positive direct effects, while much of the influence of student pre-college traits was indirect.

Modelo Conceptual Para La Deserción Estudiantil Universitaria Chilena

“…Estos estudios indican que si bien la integración social y académica son factores importantes para predecir la persistencia, no tienen la misma importancia en todos los estudiantes. anderson (1981), Braxton y Brier (1989), Pascarella y chapman (1983aPascarella y chapman ( , 1983b y Pascarella et al (1986), Pascarella y terenzini (1985) reportaron que la integración académica es más fuerte que los compromisos o metas institucionales; por tanto, los compromisos institucionales tienen un efecto indirecto sobre la permanencia a través de la integración social 5 .…”

The collective affiliation of community college, commuter and distance education students : developmental math and dropout.

“…After Bean and Metzner's publication in 1985, other studies began to apply Tinto's model to community college institutions (Baird, 1991;Bers & Smith, 1991;Borglum & Kubala, 2000;Boughan, 1998;Goel, 2002;Grosset 1989Grosset , 1991Halpin, 1990;Karp, Hughes, & O'Gara, 2008;Mutter, 1992;Napoli & Wortman, 1996Nippert, 2000Nippert, -2001Nora, 1987;Pascarella, Smart, & Ethington, 1986;Sorey & Duggan, 2008;Strauss & Volkwein, 2005;Townsend & Wilson, 2006Voorhees, 1987;Webb, 1988Webb, , 1989. Many studies found that only academic integration affected student persistence at community colleges (Baird, 1991;Fox, 1986;Goel, 2002;Grosset, 1991;Haplin, 1990;Mulligan & Hennessy, 1990;Mutter, 1992;Nippert, 2000Nippert, -2001Nora, Attinasi, & Matonak, 1990;Webb, 1988).…”

“…Boughan, 1998;Goel, 2002;Grosset 1989Grosset ,1991Halpin, 1990;Karp, Hughes, & Q'Gara, 2008;Mutter, 1992;Napoli & Wortman, 1996Nippert, 2000Nippert, -2001Nora, 1987;Pascarella, Smart, & Ethington, 1986;Sorey & Duggan, 2008;Strauss & Volkwein, 2005;Townsend & Wilson, 2006Voorhees, 1987;Webb, 1988Webb, , 1989. In 1982, Tinto noted that his original model "is not very sensitive to forms of disengagement that occur within the two-year college sector (p.689).…”

“…However, Braxton and Lien only used four community college tests; two tests from Pascarella, Smart and Ethington, (1986) as well as one from Nora (1987) and Pascarella and Chapman (1983). Braxton and Lien used three times as many tests for four-year colleges.…”

“…Some community college studies found both forms of integration to have equal effect (Pascarella, Smart, & Ethington, 1986). Other studies found academic integration to have no direct effect on persistence (Ashar & Skenes, 1993;Voorhees, 1987) or neither academic nor social integration had an effect on persistence (Borgulm & Kubala, 2000;Nora, 1987).…”