College student persistence is examined. The unique nature of the students and environment of the two-year college setting warrant concentrated research effort. The purpose of the study is to examine student variables associated with persistence and program completion to develop a pre-entrance risk assessment in the two-year college setting. Identifying student risk early to triage students toward interventions such as counseling, tutoring and developmental education courses may lead to answers to student integration, eventually leading to improved student retention. Definitions and limitations of the study are outlined. A literature review includes the theoretical underpinnings surrounding the study of student persistence. Relevant research related to risk factors of attrition pre-matriculation and post-matriculation are included. Ex post facto research will be completed to examine entering students in the 2008-09 academic year at a two-year technical college in the Midwest who participated in the voluntary intake assessment program (n=1127). Student entrance variables readily available at the time of enrollment were used. Variables studied included: Placement exam scores, age, enrollment status, gender, financial aid as independent variables. Student persistence and program completion serves as the dependent variables. Binary logistic regression was used. The independent variables did not have a notable relationship with student persistence or program completion for this two-year college population.
University of Minnesota Ph.D. dissertation. May 2013. Major: Work and Human Resource Education. Advisor: Dr. Shari Peterson. 1 computer file (PDF); iv, 83 pages, appendices A-C.
College student persistence in the two-year setting: identifying risk early to guide early integration.
Retrieved from the University of Minnesota Digital Conservancy,
Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.