Statistical alternatives for studying college student retention: A comparative analysis of logit, probit, and linear regression

Dey, Eric L.; Astin, Alexander W.

doi:10.1007/bf00991920

Cited by 96 publications

(63 citation statements)

References 6 publications

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“…Although providing an improvement over the Chi Square test, Pierson (2002) estimates a model of volunteering -represented by a dichotomous dependent variableusing ordinary least squares (OLS) regression. It has been demonstrated (Dey & Astin, 1993) that logit, probit, and OLS regression analyses produce similar results when estimating a model with a dichotomous dependent variable, yet the assumptions of OLS regression are violated when the dependent variable is not continuous, and coefficients produced by OLS regression are often uninterpretable because they may produce predicted probabilities that extend beyond the logical boundaries of 0 and 1 (Cabrera, 1992). Although they presumably use logistic regression, Astin and Sax (1998) and Astin, et al (2000) do not report the statistical models that produced their findings.…”

Section: Literature Reviewmentioning

confidence: 99%

First-Year Students’ Plans to Volunteer: An Examination of the Predictors of Community Service Participation

Cruce¹,

Moore²

2007

csd

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The impacts of community service participation on college student development are extensive and well-documented. The characteristics of students that predict volunteerism, however, are not well understood. The purpose of this study is thus to estimate the differences in first-year students' plans to volunteer while in college (i.e., 'Done,' 'Plan to do,' 'Do not plan to do,' or 'Have not decided') by their background characteristics and by the characteristics of the institutions that they attend. Study results suggest changes to several campus policies and programs that may remove barriers to successful community service participation among firstyear students. 3Educating people for responsible citizenship has been a part of the missions of colleges since their inception in the United States. The founding of the first institutions of higher education in this country was for the purpose of educating a new generation of civic and religious leaders for the communities of the new world. It was within this spirit that colleges came of age, and it is a tradition that has stayed with them up to the present, as evident in their current mission of teaching, research, and service (Rudolph, 1977;Terenzini, 1994).Modern ideas about the integration of service and learning in higher education were shaped by the work of John Dewey, who proposed ideas about hands-on learning and practical education (Curti, 1965). Dewey asserted that better learning occurs when students have the opportunity to put into practice the ideas that they are learning in the classroom. As further research has been done on this concept of service-learning, scholars (e.g., Astin & Sax, 1998;Astin, Sax, & Avalos, 1999;Eyler & Giles, 1999;Eyler, Giles, & Braxton, 1997; Gray, Ondaatje, Fricker, Geshwind, Goldman, Kaganoff, Robyn, Sundt, Vogelgesang, & Klein, 1998; have found that not only does student volunteerism promote the civic engagement that universities have historically tried to foster in their students, but community service also offers a host of educational and extracurricular benefits to the students.The impacts of volunteerism on college student development are extensive and welldocumented. These benefits can be distilled into thee broad categories -educational/scholastic, career/vocational, and personal/social -and each of these categories represent areas of student development that are highly valued by universities and educators. Educationally, students who participate in community service receive better grades (e.g., Tartter, 1996), demonstrate greater educational gains (e.g., Eyler & Giles, 1999), and increase their critical thinking skills (e.g., Eyler, Root, & Giles, 1998). Vocationally, community service by college students is associated with a stronger likelihood to participate in both future community service (e.g., Astin, Although the benefits of community service to the student volunteer are welldocumented, information from a recent survey of college students illustrates that 36% of graduating seniors at baccalaureate degree-g...

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Section: Literature Reviewmentioning

confidence: 99%

First-Year Students’ Plans to Volunteer: An Examination of the Predictors of Community Service Participation

Cruce¹,

Moore²

2007

csd

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“…Logistic regression, probit analysis, simple linear regression and multiple regression are common statistical procedures when examining college student persistence. From a statistical standpoint, logistic, probit, and linear regression analyses are techniques that can be utilized to study and understand college student persistence (Dey & Astin, 1993). Logistic, probit, simple linear regression and multiple regression are associated with prediction.…”

Section: Discussionmentioning

confidence: 99%

Motivational Factors Underlying College Students' Decisions to Resume Their Educational Pursuits in the Aftermath of Hurricane Katrina

Phillips

Herlihy

2009

J of College Counseling

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This study explored college student persistence at a historically Black university affected by Hurricane Katrina. Predictor variables including sex, residence status, Pell Grant status, campus housing status, college grade point average, attendance before Hurricane Katrina, and attendance at the university by parents or another close relative were used to predict educational aspirations, campus environment, and financial aid eligibility status as the reasons college students continued their education after Hurricane Katrina.

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“…Logistic regression was used to explain the effect that each of the control variables (i.e., sex, living arrangement, Pell Grant eligibility, and unweighted high school GPA) had on graduation. Because the outcome variable (1 = graduated, 0 = not graduated) was dichotomous, logistic regression was an appropriate technique for this analysis (Dey & Astin, 1993). and a higher percentage of off-campus students graduated in 6 years (6.56% compared to 5.93%).…”

Section: Results For Hypothesis Three (Graduation)mentioning

confidence: 99%

“…Because the outcome variable (1 = retained, 0 = not retained) is dichotomous, logistic regression was an appropriate technique for this analysis (Dey & Astin, 1993).…”

Section: Results For Hypothesis One (Retention)mentioning

confidence: 99%

The Relationship Between Undergraduate Hispanic Students' Choice of Living Arrangements and Retention, Academic Achievement and Graduation at a Hispanic-Serving Institution

Hendricks¹

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All rights reserved.iv DEDICATION I dedicate this dissertation to my mother, Patti Ann Spencer, who always reminded me to smile and enjoy life because life is short. I never met anyone who knew how to enjoy life more than my mom. When I was very young, my mom would tell me that the great equalizer in life is education, and that no one can ever take your education away from you. As an alumnus of both the University of Miami and Columbia University, my mom modeled for me the most important lessons in life -it is nice to be important, but it is more important to be nice; and no one cares what you know, until they know that you care.I also dedicate this dissertation to Coach K, Tom Izzo, Jimmy Valvano, RitaPierson, and the many coaches and teachers who have inspired me throughout my life.Every day I am reminded of the importance of the work that you do and the difference that you make. Coach K taught me that people make rules to keep from making decisions; Tom Izzo shared that the secret to success is arriving early and staying late; Jimmy V said never, never give up and that every day you should laugh, think and bring your emotions to tears; and Rita Pierson reminded me that every kid needs a champion. To my faculty, Dr. Thomas Reio, Jr. for being the most dedicated and caring dissertation chair and mentor. All of our meetings were encouraging and your emails reminding me to "go, go, go…" were exactly the push that I needed to get this dissertation done. I could not have completed my dissertation without your brilliant edits, tremendous kindness, and all of your encouragement. Dr. Dawn Addy, for your willingness to serve on my committee as you began your retirement. All of your feedback and suggestions were valuable and appreciated. Dr. Ben Baez, for your candidness and expertise with my study. In our first meeting you told me about a student who was able to finish his dissertation, and that brief conversation gave me hope and encouragement throughout my writing. Retaining and graduating Hispanic students are paramount to the overall success of colleges and universities. Given the excessive amounts of money spent to recruit students, and the impact on the institution when students depart prematurely, action needs to be taken by institutions to increase Hispanic student retention and counter the negative impacts on institutions including: instability of institutional enrollments, decline in institutional budgets, and public negative perceptions of institutional quality. Despite significant efforts on the part of many colleges and universities to increase Hispanic student retention and graduation rates, these rates have remained relatively low.

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Statistical alternatives for studying college student retention: A comparative analysis of logit, probit, and linear regression

Cited by 96 publications

References 6 publications

First-Year Students’ Plans to Volunteer: An Examination of the Predictors of Community Service Participation

First-Year Students’ Plans to Volunteer: An Examination of the Predictors of Community Service Participation

Motivational Factors Underlying College Students' Decisions to Resume Their Educational Pursuits in the Aftermath of Hurricane Katrina

The Relationship Between Undergraduate Hispanic Students' Choice of Living Arrangements and Retention, Academic Achievement and Graduation at a Hispanic-Serving Institution

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