Abstract
This study of a Mid Atlantic Historically Black Institution (MAHBI) examines cognitive, social, and institutional factors to identify those that are most critical in contributing to the steady decline of the rate of student retention for this institution and others with similar characteristics. Secondary source data pertaining to three cohorts (i.e., 2,854 students) of first-time, full-time students were used and a regression analysis was performed to determine the likelihood of student retention for the variables in the matrix. While the Odds-ratio analysis confirmed significant potential for increasing retention by increasing the amount of financial aid, in-state tuition status, fall semester GPA, and taking Math 101 (i.e., Intermediate Algebra), a 1-point increase in the Spring Semester GPA for a student at the MAHBI increases student chances of being retained by 453%. These results have serious implications for student academic support services at the MAHBI.
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