Student Perceptions Matter: Early Signs of Undergraduate Student Retention/Attrition

Along with the massification of higher education and increasing costs, the pressure on institutions to retain all students to degree completion has been mounting. Early identification of students who are at risk of leaving an institution may help institutions to target and retain these students. Thi...

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Bibliographic Details
Published inJournal of college student retention : Research, theory & practice Vol. 14; no. 4; pp. 467 - 493
Main Authors Campbell, Corbin M., Mislevy, Jessica L.
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.02.2013
Baywood Publishing Company, Inc
Subjects
At Risk Students
College Freshmen
Dropouts
Enrollment
Gender Differences
Higher Education
Identification
Predictor Variables
Public Colleges
Racial Differences
Regression (Statistics)
Research Universities
School Holding Power
Stopouts
Student Attitudes
Student Attrition
Student Behavior
Student Surveys
Transfer Students
Undergraduate Students
United States (Mid Atlantic States)
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Summary:Along with the massification of higher education and increasing costs, the pressure on institutions to retain all students to degree completion has been mounting. Early identification of students who are at risk of leaving an institution may help institutions to target and retain these students. This study investigated whether freshmen behaviors, attitudes, and expectations inform the chances of different enrollment patterns at a large, public, research extensive university. Based on data from an institutional survey given to freshmen students and subsequent enrollment data from the National Student Clearinghouse, this study used Multinomial Logistic Regression to predict four different enrollment patterns: continuously enrolled, stop-outs, transfer-outs, and drop-outs. Findings indicated that freshmen perceptions and certain demographic characteristics seem to matter in subsequent enrollment outcomes.
ISSN:1521-0251
1541-4167
DOI:10.2190/CS.14.4.c