Abstract
Despite the attention given to student retention for nearly half a century, college graduation and persistence rates have not improved in over two decades. Furthermore, time to degree rates suggest that it is taking more time to earn degrees. Consequently, there is a significant amount of individual and financial expense required to earn a college degree. Higher education has the responsibility to the society it serves to make postsecondary education a successful experience for students. Is higher education measuring up to meet the learning needs of society? The purpose of this paper was to examine academic success of today’s college students. It is important to know if students are graduating from college. Determining whether or not colleges and universities are meeting the learning needs is critical for higher education. This research study was an archival quantitative, data mining study using data from the Integrated Postsecondary Education Data System (IPEDS) of the National Center for Education Statistics. This study identified the graduation numbers during the years 2009 to 2014 according to available data at public, private, and for-profit 2-year and 4-year universities in the United States. Findings revealed that for-profit 2-year and 4-years institutions saw the greatest increase in institutions and students graduating from 2009 until 2014.
Highlights
Student engagement is fundamental for student success in college (Fredin, Fuchsteiner, & Portz, 2015)
Assessing teacher effectiveness is typically completed through student evaluations of teaching and in some cases it is the only means for assessment of instructional quality
Self-regulation is essential for academic success and formative selfassessments increase self-regulation behaviors, which is linked to student success
Summary
Student engagement is fundamental for student success in college (Fredin, Fuchsteiner, & Portz, 2015). Student engagement is a concept that is approximately threequarters of a century old and refers to how engrossed or attentive students seem to be in their learning or how integrated they are with their classes, colleagues, and colleges. The measure of student engagement is considered a defensible gauge of academic distinction and carries more weight than the size of the college library (Axelson & Flick, 2011). To engage oneself was widely accepted as an oath, promise, or guarantee of something. Engagement was an ethical, principled, moral, even lawful responsibility. Students are engaged when they are listening carefully and paying attention in the classroom (Axelson & Flick, 2011)
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