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| Autor/inn/en | Han, Tianqi; Ganges, Tendaji W. |
|---|---|
| Titel | A Discrete-Time Survival Analysis of the Education Path of Specially Admitted Students. |
| Quelle | (1995), (23 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Persistence; College Students; Dropout Research; Educationally Disadvantaged; Higher Education; Minority Groups; School Holding Power; Student Attrition; Student Characteristics |
| Abstract | This study used survival analysis (also called event history analysis) to investigate how long specially admitted students at Northern Illinois University persist, in which year of their education they are most likely to leave, and if the risk of leaving school is affected by personal and academic background characteristics. Specially admitted students are otherwise capable students, often from racial minorities or other underrepresented groups, whose pre-college preparation does not meet the institution's normal requirements. Before and after admission, these students are provided with a wide range of special counseling, tutoring, mentoring, and transition services. Subjects were a total of 1,639 specially admitted students admitted in 1986 through 1989. For these students data on gender, ethnicity, achievement sub-test and composite scores, high school rank, cumulative credit hours, grade point average, academic status for each semester, and graduation date were analyzed. Findings revealed that the highest risk period of leaving school happened in the second, third, and fourth semesters for both genders, for almost all four ethnic groups, and for groups differing in college admissions test scores or high school rank. In addition, after the median survival time, the distribution of survival is stable but indicates a slightly decreasing trend for about four semesters. The risk rate then increases again in the very late semesters (such as the 11th to 13th semesters). (Contains 7 tables, 6 figures and 10 references.) (JB) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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