The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: A Multilevel Approach

Oseguera, Leticia; Rhee, Byung Shik

doi:10.1007/s11162-009-9134-y

Cited by 94 publications

(64 citation statements)

References 49 publications

(54 reference statements)

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“…To do otherwise would be to encourage regressive diversity policies. Financial aid, approaches to student advising, student employment, whether a student lives on campus, student and faculty engagement, and a host of other factors impact college graduation rates and are, to a greater or lesser extent, within the control of state policymakers and institutional leaders and faculty (e.g., DeAngelo et al, 2011;Kuh et al, 2011;Oseguera, 2005;Oseguera & Rhee, 2009;Scott, Bailey & Kienzl, 2006;Spradlin et al, 2010;Tinto, 2012;Titus, 2006aTitus, , 2006bZiskin, Hossler & Kim, 2009). Based on the results presented here, attention to student graduation rates is likely to yield higher dividends in institutional ROI than would attempts at increasing institutional reputation and other common indicators of institutional quality.…”

Section: Implications For Policymentioning

confidence: 99%

Accounting for institutional variation in expected returns to higher education

Dorius¹,

Tandberg²,

Cram³

2017

EPAA

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This study leverages human capital theory to identify the correlates of expected returns on investment in higher education at the level of institutions. We leverage estimates of average ROI in post-secondary education among more than 400 baccalaureate degree conferring colleges and universities to understand the correlates of a relatively new metric of institutional ROI. Results indicate that a diverse undergraduate student body, high graduation rate, and public university status are strong, positive, and robustly associated with institutional ROI. The model accounts for more than 70% of inter-university variation in ROI, suggesting that the factors we have identified are among the most important correlates of institutional ROI. We discuss the policy implications of these findings for institutions of higher education in the context of institutional rankings and a rapidly evolving education landscape, giving special attention to student body characteristics colleges Education Policy Analysis Archives Vol. 25 No. 110 2 and universities. Keywords: higher education; return on investment; university characteristics; human capital; educational policy Contabilización de la variación institucional en los retornos esperados a la educación superior Resumen: Este estudio aprovecha la teoría del capital humano para identificar los correlatos de los rendimientos esperados de la inversión en educación superior a nivel de las instituciones. Aprovechamos las estimaciones del retorno de la inversión (ROI) promedio en la educación post-secundaria entre más de 400 títulos de bachillerato que otorgan a facultades y universidades la comprensión de los correlatos de una métrica relativamente nueva del ROI institucional. Los resultados indican que un cuerpo diverso de estudiantes de pregrado, una alta tasa de graduación y el estatus de universidad pública son sólidos, positivos y están robustos asociados con el ROI institucional. El modelo representa más del 70% de la variación interuniversitaria en el ROI, lo que sugiere que los factores que hemos identificado se encuentran entre los correlatos más importantes del ROI institucional. Discutimos las implicaciones de política de estos hallazgos para las instituciones de educación superior en el contexto de las clasificaciones institucionales y un panorama educativo en rápida evolución, prestando especial atención a las características del cuerpo estudiantil de los colegios y universidades. Palabras-clave: educación superior; retorno de la inversión; características de la universidad; capital humano; política educativa Contabilização da variação institucional em retornos esperados à educação superior Resumo: Este estudo aprovou a teoria do capital humano para identificar os correlatos de rendimentos esperados da cultura de investimento em educação superior. Aprovechamos as estimativas do retorno da inversão (ROI) na educação pós-secundária entre mais de 400 títulos de bachillerato que otorgam faculdades e universidades a comprensão dos correlatos de uma métrica relativamente...

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Section: Implications For Policymentioning

confidence: 99%

Accounting for institutional variation in expected returns to higher education

Dorius¹,

Tandberg²,

Cram³

2017

EPAA

View full text Add to dashboard Cite

show abstract

“…Their work distinguishes between simply earning a college degree and maximizing the full potential of that experience while enrolled. The constructs Scheiner identifies are rooted in the early work of Tinto and the retention literature (Bean 2005;Dey and Astin 1993;Oseguera and Rhee 2009;Seidman 2005;Singell 2010) but they emphasize the psychosocial predictors of student develop a formal conceptualization of the role institutions play in facilitating student thriving.…”

Section: Towards a Multi-dimensional Concept Of Thrivingmentioning

confidence: 99%

A new multi-dimensional conceptualization of individual achievement in college

et al. 2015

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Individual achievement in college has been closely tied to dropout and graduation rates and these indices of completion have been considered the most important measures for gauging achievement in undergraduate education. In this study, we both define and examine a new concept of thriving in college. Both the literature and the data suggest that a multidimensional concept of thriving is better suited for predicting student achievement. We base our data analysis on the data we collected from a nationwide survey conducted in 2013-2014. The survey data show that student achievement in college does not depend solely on academic performance, and that there is no single factor that predicts thriving in college, in general, for an individual student. We show that in a heterogeneous population of students and a heterogeneous set of colleges, there is no unique pattern or factor for all students to thrive in the same college. We define and quantify the concepts of multidimensional thriving, personal traits and college ecosystems and build an algorithm that shows which is the best college ecosystem for a unique student. Furthermore, we show which traits of this individual are most responsible for the subsequent thriving in this specific college and which other traits s/he should learn or acquire in order to increase these chances of thriving.

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“…Only 57% of the Hispanic high school students expect to receive a bachelor's degree or higher, as compared to 67% Black, 71% White, and 80% Asian students. Oseguera & Rhee, 2009). It is also important to explore the possibilities of intervention programs aiming to identify at-risk students and provide effective strategies to help students stay in college.…”

Section: Graduation Ratesmentioning

confidence: 99%

“…Factors such as motivation, interests, and career aspiration are malleable traits and the enhancement of these traits among at-risk students should be incorporated into the intervention programs. At the institutional level, an institution's size, control, selectivity, expenditure, and financial aid can also contribute to students' degree completion (Oseguera & Rhee, 2009;Oseguera, 2005Oseguera, -2006. Examination of educational expectations by gender unveils some interesting findings.…”

Section: Graduation Ratesmentioning

confidence: 99%

Examining American Post‐secondary Education

Liu

2011

ETS Research Report Series

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The purpose of this report is to identify the most prominent issues in U.S. higher education and to develop strategic research plans to address the issues that are most relevant to ETS's capabilities in measurement and assessment through the ETS's higher education research initiative. In the United States, issues related to higher education such as improved performance and effective accountability have received unprecedented attention from stakeholders at many levels. At the national level, President Obama has set forth an ambitious agenda for American postsecondary education such that by 2020, the United States should once again have the largest concentration of citizens with a postsecondary degree. At the corporate level, ETS, as the world's largest educational research and testing organization, is ready to move beyond testing program‐based research in higher education and has the capability to deal with some of the most thorny issues in higher education. By strategically expanding post‐secondary research, ETS will establish itself as a pioneer and thought leader in the field of higher education. The first part of the research report identifies four key issues existing in American higher education: enrollment and performance, retention and degree attainment, student learning and experience, and learning outcomes and accountability. The second part of the research report develops an ETS research agenda with short‐term and long‐term plans to address these issues. The agenda specifies short‐term and long‐term research goals that are specific, attainable, and measurable. Research findings from the studies proposed in this agenda have a potential for advancing understanding of the current situation and future needs of American higher education and also contributing to enhanced student learning at postsecondary institutions. Reaffirming and strengthening American higher education is critical to this country's success in the 21st century.

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The Influence of Institutional Retention Climates on Student Persistence to Degree Completion: A Multilevel Approach

Cited by 94 publications

References 49 publications

Accounting for institutional variation in expected returns to higher education

Accounting for institutional variation in expected returns to higher education

A new multi-dimensional conceptualization of individual achievement in college

Examining American Post‐secondary Education

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