Putting and Keeping Students on Track: Toward a Comprehensive Model of College Persistence and Goal Attainment. Research Report. ETS RR-13-14

Autor/inn/en	Burrus, Jeremy; Elliott, Diane; Brenneman, Meghan; Markle, Ross; Carney, Lauren; Moore, Gabrielle; Betancourt, Anthony; Jackson, Teresa; Robbins, Steve; Kyllonen, Patrick; Roberts, Richard D.
Titel	Putting and Keeping Students on Track: Toward a Comprehensive Model of College Persistence and Goal Attainment. Research Report. ETS RR-13-14
Quelle	In: ETS Research Report Series, (2013), (70 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2330-8516
Schlagwörter	Higher Education; Academic Persistence; Literature Reviews; Models; Student Behavior; Dropouts; Theories; Student Attrition; School Size; Institutional Characteristics; Reputation; Public Colleges; Private Colleges; Student Characteristics; Age Differences; Gender Differences; Ethnic Groups; Racial Differences; Socioeconomic Status; First Generation College Students; College Preparation; Grades (Scholastic); Study Habits; Student Motivation; Goal Orientation; Self Efficacy; Self Concept; Academic Ability; Student Financial Aid; Work Study Programs; Tuition; Employment Level; Family Influence + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Analogiemodell; Student behaviour; Schülerverhalten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Theory; Theorie; Schülerbeurlaubung; Privathochschule; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Ethnie; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; Notenspiegel; Study behavior; Study behaviour; Studienverhalten; Schulische Motivation; Zielorientierung; Zielvorstellung; Self-efficacy; Selbstwirksamkeit; Selbstkonzept; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Unterweisung; Unterricht; Beschäftigungsgrad
Abstract	Despite near universal acceptance in the value of higher education for individuals and society, college persistence rates in 4-year and community colleges are low. Only 57% of students who began college at a 4-year institution in 2001 had completed a bachelor's degree by 2007, and only 28% of community college students who started school in 2005 had completed a degree 4 years later (National Center for Education Statistics, 2011). To address this problem, this paper identified 3 goals. The first was to review the extant literature on persistence in higher education. The second was to develop a working model of persistence informed by our literature review. This resulted in a model centered on 3 basic categories of variables: those that "put you on track" towards persistence, those that "push you off track," and those that "keep you on track." The final goal was to outline a research agenda to develop student-centered assessments informed by our model, and we conclude with a discussion of this agenda. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01