Student Graduation Rates Research Articles

An Empirical Analysis of HBCU Attendance on Black Student's Graduation Rates

An Empirical Analysis of HBCU Attendance on Black Student's Graduation Rates

Exploring Relationships Between Full-Time Faculty and Community College Student Success

ABSTRACT Community colleges are trending toward a decrease in full-time faculty and an increase in adjunct faculty. Using 2019–2020 IPEDS data from 853 community colleges, researchers explored the relationship between full-time faculty and community college student retention, and combined graduation and transfer rate. Results demonstrated that proportion of full-time faculty was related to community college student graduation and transfer rate. Results also showed that proportion of full-time faculty was not related to retention for full-time or part-time community college students but that these retention rates have a small mediation between full-time faculty proportion and combined graduation and transfer rates. Implications for future research are discussed.

Measuring the impact of student success retention initiatives for engineering students at a private research university

IntroductionStudent success in Science, Technology, Engineering, and Mathematics (STEM) is a national concern. To increase engineering retention and graduation rates at a small private institution, a university council developed a binary classifier to identify high-risk students and proposed interventions that included decoupling first-year Physics and Calculus courses, support in introductory Calculus, and Spatial Visualization (SV) training. This paper aims to validate the binary classifier used to identify the under-prepared students entering their first year and assess the impact of the interventions. We provide a comparative analysis of student success metrics for high-risk engineering students across a decade of cohorts, including 5 years before (2006–2010) and 5 years after (2011–2015) implementation of intentional strategies.MethodsWe validated the binary classifier using an accuracy measure and Matthews Correlation Coefficient (MCC). We used the 2-population proportion test to compare STEM retention and 4- and 6-year graduation rates of High-Risk engineering students before and after interventions and compare student performance in early foundation STEM courses across the same time frame.ResultsThe binary classification model identified High-Risk students with an accuracy of 63–70% and an MCC of +0.28 to +0.30. In addition, we found statistically significant improvement (p < 0.001) in the STEM retention rates, 6-year graduation rates, and first part of Physics, Calculus, and Chemistry sequences after the interventions.DiscussionThe methodology and strategies presented may provide effective guidance for institutions seeking to improve the overall performance of undergraduate students who otherwise might struggle in their first-year engineering curriculum.

Effect of Social Media Function on Student Graduation Rate

This observation aimed to determine the significant effect of social media facilities on improving the quality of scholars. The research stages began with some interviews with scholars. This observation utilizes the Manova method through the statistic software program. The period to graduate from college and the period of not working is eminently affected by the sort of social media function that student often searches for. This investigation was only conducted on students in Indonesia. This investigation is useful in Indonesia and useful in the fields of social science and industrial engineering.

Using Early Exam Results to Predict Online MLS Program Success

Abstract Introduction/Objective The objective of this effort is to demonstrate the impact of early didactic exam results for potential early intervention for students in an online medical laboratory science bridge program. Methods/Case Report For this study, we took retrospective data of 299 students from 2018 to 2021 who took MLSC 4312, Hematology, in their first semester. We then analyzed their first exam score and then used this data to evaluate its potential use as an early predictor of overall student success in both this course and the program. Specifically, the exam one score in the course was used to evaluate progression to the second semester, graduation, UAMS GPA, and ASCP Board of Certification total score and Hematology sub-score. Descriptive statistics and 2-sample T-tests were calculated using Number Cruncher Statistical System. Fisher’s exact test was performed using Graphpad software. Results (if a Case Study enter NA) Of the 296 students whose records were examined, 49 scored below a 76% on Hematology exam 1. 247 students scored above 75%.35 students who scored below 76% progressed to the second semester and of those, 33 (94.2%) graduated on time. 14 students were dismissed from the program after the first semester. The overall graduation rate of students who started the program and scored less than 76% on the first hematology exam was 67%. Of the 247 students who scored above 76% on exam 1, 229 (93%) progressed to the second semester and of those, 214 graduated on time (93.4%). 18 of these students were dismissed from the program. The overall graduation rate of students who started the program and scored greater than 76% on the first hematology exam was 86.70%. The overall ASCP Board of Certification pass rate was almost 19 percent higher, 81.7% vs. 62.9% in those who scored greater than 76% on the first hematology exam. Each of the comparisons was statistically significant (P=<0.05) using a 2-sample T-test or Fisher’s exact test as appropriate. Conclusion This study revealed the importance of doing well on the first major didactic exam in the Medical Laboratory Sciences program. Students who score < 76% on their first exam fail to progress to the second semester at four times the rate of those who score >76%. In addition, those who score <76% and progress fail the ASCP Board of Certification Exam at almost double the rate of those who score >76% on the first hematology exam. In the future, we will reach out earlier and offer targeted help to these students.

Considering Equality, Equity in Biology Instruction

Editorial| September 01 2022 Considering Equality, Equity in Biology Instruction James Coleman James Coleman JAMES COLEMAN (jscoleman@uncg.edu) is a professor of biology and former provost at the University of North Carolina Greensboro. He also served as provost at the University of Arkansas and Northern Arizona University and served as dean of the college of humanities and sciences at Virginia Commonwealth University. Search for other works by this author on: This Site PubMed Google Scholar The American Biology Teacher (2022) 84 (7): 387–388. https://doi.org/10.1525/abt.2022.84.7.387 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn MailTo Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation James Coleman; Considering Equality, Equity in Biology Instruction. The American Biology Teacher 1 September 2022; 84 (7): 387–388. doi: https://doi.org/10.1525/abt.2022.84.7.387 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Biology Teacher Search I recently returned to teaching in the undergraduate biology classroom after 25 years as a university senior administrator. A great deal of my efforts as dean and provost were devoted to university programs aimed at improving diversity, inclusiveness, and equity (DEI) and the retention and graduation rates of students. Despite making these issues a high priority, often with significant investments, progress at my institutions, and in higher education more generally, has been slow. Why is making improvement in student success and DEI so hard? There are countless reasons, some tied to larger societal issues that universities and schools cannot fix. However, there are some reasons that lie in things we can control, often in our own classrooms. Here I want to discuss the perspective of equality vs. equity teaching. Equality (also known as fairness) focuses on treating each student equally, perhaps implicitly assuming that all learners enter a class with... You do not currently have access to this content.

Diversity in allied dental programs and community colleges.

Student retention is the most critical challenge facing most traditional 4- and 2-year institutions. Challenges related to student belonging and retention are among many that colleges must contend with daily. Once students arrive, they are met with an academic environment that may greatly differ from their high school and home experiences. There is evidence that classroom success is influenced by faculty tone setting and the overall campus climate. Other studies have shown that creating a sense of belonging on college campuses is essential. Classroom success can be moderated by relationships with faculty, especially with faculty of color and other minoritized groups. Given the predicted shortages of minority dental healthcare providers in the United States and the expanding diversity of the general population, it is important to recruit and retain an ethnically and culturally diverse allied dental workforce. The objectives of this research were to identify strategies to recruit underrepresented (underrepresented minority [URM]) students into health professions, understand the significance of underrepresented (URM) faculty's influence on the number of URM student recruitment, retention, and graduation rates, and how to implement best practices for overall minority student success.

U.S. Department of Education Data Document a Declining 17-Year Trend in Black College Student Graduation Rates

The purpose of this study was to conduct the largest (2002-2018) longitudinal analysis and comparison of Black and White college student 6-year graduation rates. Data were obtained from the U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS) for 17 cohorts (1996-2002 to 2012-2018) of Black and White students. Regression analyses confirmed: (1) a statistically significant negative linear trend for Black students, (2) a statistically significant positive linear trend for White Students, and (3) statistically significant differences between the Black and White student regression lines for both the y-intercepts and slopes. In addition, adverse impact, using the EEOC’s “4/5ths rule” was documented for Black students, as compared to White students, in all 17 cohorts.

Comparing National Trends in Hispanic and White College Student Six-Year Graduation Rates Using IPEDS Data

Six-year college graduation rates for Hispanic and White students from 17 cohorts were analyzed using data from the U.S. Department of Education’s IPED System. Results from regression analyses confirmed statistically significant positive linear trends for Hispanic and White students and statistically significant differences between the two regression lines, with the Hispanic rate of increase almost double that for White students. Adverse impact was found in 9/17 cohorts.

Seleksi Fitur dan Perbandingan Algoritma Klasifikasi untuk Prediksi Kelulusan Mahasiswa

Students are a major part of the life cycle of a university. The number of students graduating from a university often has a small ratio when compared to the number of students obtained in the same academic year. This small student graduation rate can be caused by several aspects, such as the many student activities accompanied by economic aspects, as well as other aspects. This makes it mandatory for a university to have a model that can take into account whether the student can graduate on time or not. One of the main factors that determine the reputation of a university is student graduation on time. The higher the level of new students at a university, with the same ratio, there must also be students who graduate on time. An increase in the number of student data and academic data occurs if many students do not graduate on time from all registered students. So that it will affect the image and reputation of the university which can later threaten the accreditation value of the university. To overcome this, we need a model that can predict student graduation so that it can be used as policy making later. The purpose of this study is to propose the best classification model by comparing the highest level of accuracy of several classification algorithms including Naïve Bayes, Random Forest, Decision Tree, K-Nearest Neighbor (K-NN) and Support Vector Machine (SVM) to predict student graduation. In addition, the feature selection process is also used before the classification process to optimize the model. The use of feature selection in this model with the best features using 12 regular attribute features and 1 attribute as a label. It was found that the classification model using the Random Forest algorithm was chosen, with the highest accuracy value reaching 77.35% better than other algorithms.

DFW in gateway courses not always a graduation problem: A study in Intermediate Accounting I from 2007 to 2018

Data analytics offers unprecedented new tools to find barriers to retention, progression, and graduation (RPG) (Wright, McKay, Hershock, Miller & Tritz, 2014), a key metric for college success. Stakeholders logically identify high DFW rate courses and attempt to reduce non-progression in gateway courses. This study investigates whether DFW rates in a gateway accounting course correlates with weaker graduation rates. In a study of 3667 business majors, those not passing the first upper-level accounting course for the major (“D” and “F” are not passing at study school), Intermediate Accounting I, were compared to the rest of the business majors over a 36-semester period, controlling for cumulative GPA, hours enrolled, and age. The graduation rates for students with a DFW in Intermediate Accounting I were comparable to all other business majors, although graduation took on average one added semester, with the delay concentrated in older students.

IMPLEMENTATION THE LAW OF REPETITION IN ACCOUNTING

To prove that polytechnic graduates have qualified expertise in the field of accounting, then every student is required to follow the certification as a requirement of graduation. One of the competency units in the field of accounting that is regulated in the Indonesian National Competency Standards is to operate computer accounting applications. The purpose of this study was to find out the comparison of computer-based accounting certification passing grade level between before and after implementation of law of repetition. Participants who joined law of repetition activities amounted to 52 people. The results showed that the number of students who passed computer-based accounting certification after Participants who joined law of repetition activities amounted to 52 people was 24 people. These results increased 100% when compared before the implementation law of repetition. The independent sample t test showed a significance of 0%. The significance is smaller than p value of 5%, hence this means computer-based accounting certification pass rate after law of repetition has a significant difference when compared to computer-based accounting student certification graduation rate before law of repetition. The results of this study prove that law of repetition has an important role in helping prepare students in facing computer-based accounting certification test.

Using Case Based Reasoning, in the Student Graduation Prediction System (CBR)

The performance of an educational institution is considered to have a negative impact due to the high percentage of students who do not graduate on time. Therefore, the number of students must be calculated and anticipated, so this paper needs to propose a model for predicting student graduation rates and predicting the time of graduation for each student. The K-Nearest Neighbor (KNN) method and algorithm were developed using Case-Based Reasoning (CBR). The research was conducted with training data taken from data from students who had graduated, and as a trial, the sixth-semester student data was used. The research attributes required to consist of the grade 1 to semester 5 of the achievement index (IPS) and the students' age. Model testing is carried out with four scenarios where the distribution of training data and testing data is also needed as support. The experimental results show that the stability of the data accuracy value on CBS using the KNN algorithm is found in the 90% training data scenario and 10% test data, namely 90.24% with the closest neighbors K = 5, K = 7, and K = 9. It can be concluded that the model. The resulting prediction system can predict whether students will graduate on time or not. This research will be helpful if implemented in higher education performance to increase student achievement to graduate on time.

Roma University Students in Spain: Who Are They?

Roma people in Spain face situations of high deprivation, including high unemployment and early school leaving rates. The strategies to address this situation point to education as the means to overcome poverty and social exclusion. Although efforts have been made within compulsory education, scarce attention has been given to their performance once in higher education. Although young Roma people are reaching higher education more often than their parents, once at university they face specific barriers that hinder their opportunities. Using a mixed-methods approach, UNIROMA analyses those difficulties and formulates orientations to overcome them, thereby contributing to increasing the university graduation rates of Roma students. This paper presents the results of the quantitative fieldwork, consisting of an online questionnaire administered from May to July of 2020 to Roma students enrolled in Spanish universities. In the results, three main profiles were identified: traditional students, young students with other commitments (job and/or family responsibilities) and mature students. The results, concordant with research on other minority groups and higher education, provide evidence of the barriers that Roma students face in university due to the intersectionality of multiple factors of discrimination, namely, belonging to an ethnic minority and being more frequently first-generation, low SES and non-traditional students.

The perception and experience of young researchers in doctoral programmes in the context of recent reforms in Kazakhstan

AbstractHigher and doctoral education in Kazakhstan underwent a systemic reform since independence in 1990. Reforms have been determined by dynamic socio‐economic developments in Kazakhstan, the country's entry into the global market, and the need to increase the competitiveness of its human capital. Kazakhstan joined the Bologna Process and switched to a three‐cycle education system in 2010. However, the transition process did not happen smoothly. Doctoral education in the country is challenged by a low graduation rate of doctoral students. The purpose of the qualitative study on which this article reports was to explore doctoral students' perceptions of doctoral training and their experiences in Kazakhstani universities in the context of recent reforms.

A Study of Graduate Students' Achievement Motivation, Active Learning, and Active Confidence Based on Relevant Research.

Graduate students’ failure to graduate is of great concern, with the failure to graduate due to the dissertation being the most influential factor. However, there are many factors that influence the writing of a dissertation, and research on these factors that influence graduate students’ learning through emotion and cognition is still quite rare. A review of past research revealed that the main factor causing graduate students to drop out midway is not completing their thesis, followed by factors including insufficient achievement motivation, lack of learning strategy, and low confidence. The graduation rate of graduate students has been emphasized by the academic community; therefore, this study investigated the correlation between graduate students’ achievement motivation, active learning, and academic confidence in writing research. The study invited graduated students from two universities of science and technology situated in the northern region of Taiwan to complete the questionnaire. In this study, valid data for validation analysis were collected from 173 respondents, and the results showed that achievement motivation positively influenced active learning (higher-order learning, integrative learning, reflective learning) and that active learning (higher-order learning, integrative learning, reflective learning) positively influenced academic confidence. From the above findings, it can be seen that to help graduate students from University of Science and Technology to effectively complete their graduate studies, students should develop good motivation to adopt active learning strategies to enhance their academic self-confidence.

Developing Implementation Capacity of a State Education Agency to Improve Outcomes for Students With Disabilities

The U.S. Department of Education’s Office of Special Education Programs has adopted a Results Driven Accountability (RDA) framework to support state education agencies (SEAs) in improving results for students with disabilities. RDA directed SEAs to focus on measurable outcomes. A leadership team in a large Midwestern state in the United States partnered with an institute of higher education implementation science purveyor team to systematically apply a particular approach, the Active Implementation Frameworks (AIFs), to build capacity, effectively implement, and scale an evidence-based program, Check & Connect, to improve statewide graduation rates for Black and American Indian students with disabilities. The presented case example illustrates how the SEA partners with local education agencies’ district teams to continuously measure and manage changes in (a) system capacity and (b) practice fidelity to improve graduation rate outcomes. Application of the AIFs in education, measured implementation progress and preliminary outcome data, and implications for policy for individuals with disabilities are discussed.

School vouchers for greater educational equity

Providing public funding to parents to pay children's tuition at private and religious schools has been a matter of debate over the last three decades based on claims such as the lack of accountability in private schools, an increase in segregation, and the fact that it contradicts the principle of the separation between church and state. Such concerns are legitimate, but they need to be discussed considering the new literature that proves the efficacy of private schools, both religious and non-religious, in terms of student achievement, test results, and graduation rates. A thorough look at the test results revealed by the National Assessment of Educational Progress (NAEP) over the last decade indicates that students' scores in private schools are higher than their peers in public schools. NAEP results and the recent empirical studies conducted in states like Florida, Wisconsin, and Washington DC confirmed that the voucher system works well. This information provides compelling evidence that policymakers need to review the private school voucher policies. Hence, this article highlights the efficacy of school vouchers based on recent empirical studies and the academic results of the students enrolled in school?voucher programs. The available data assures that there is no point in depriving students of their right to choose private or religious schools as their peers who choose charter and magnet schools.

Estimating South African Higher Education Productivity and Its Determinants Using Färe-Primont Index: Are Historically Disadvantaged Universities Catching Up?

Recent high dropout and low graduation rates in the South African higher education institutions as well as government funding cuts and the economic uncertainty due to COVID-19 pandemic have heightened the urgency for the higher education sector to improve its productivity. However, empirical evidence on the productivity growth of the sector remains unexplored. To address this gap, we applied a Färe-Primont index approach to a panel data of 22 public universities over an 8-year period to measure total factor productivity (TFP) and its components—technological change, technical, scale and mix efficiency changes. We also used a feasible generalised least squares model to assess the determinants of productivity and efficiency growth. The results show that the average TFP of the sector for the study period was 0.631, led by historically advantaged universities (0.894), whilst historically disadvantaged universities had lower average TFP (0.823). During the period, TFP increased by 3.43%, largely driven by scale and mix efficiency changes (5.32%) and technical efficiency change (0.83%), whilst technical change declined by 1.80%. In terms of university types, the comprehensive universities achieved the largest TFP growth (6.13%) followed by traditional universities (4.85%), and technology universities by 1.41%. TFP growth was positively influenced by student graduation rates, quality of academics and academic-student ratios. Therefore, policy considerations to improve the sector’s productivity and efficiency should consider investment on research and development, adoption of teaching and research innovations, re-skilling through training and education and aligning admission policies with staffing.

Are You HIP?: How One Latinx Learning Community Integrates Ten High-Impact Practices to Foster Student Success

This practice report shares practices from a successful Latinx Studies learning community model at an urban research-intensive university in the Midwestern United States. The learning community model offers a tiered developmental curriculum to support the three different stages of a student’s journey, from enrollment to graduation. The three distinct phases of the learning community model are: a pre-college summer enrichment program, a first- and second-year college scholars program and a third and fourth-year college-to-career component. The model also integrates 10 out of 11 of Kuh’s (2008) high impact practices demonstrated to support student engagement and success for students making a direct transition from high school to university. The authors share gains in student retention and five-year graduation rates as evidence of effectiveness.