Leading Indicators: Increasing Statewide Bachelor's Degree Completion Rates at 4-Year Public Institutions

Autor/in	Davidson, Jeffrey Cody
Titel	Leading Indicators: Increasing Statewide Bachelor's Degree Completion Rates at 4-Year Public Institutions
Quelle	In: Higher Education Policy, 27 (2014) 1, S.85-109 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-8733
DOI	10.1057/hep.2013.17
Schlagwörter	Higher Education; Public Colleges; Graduation Rate; Time to Degree; Academic Degrees; Enrollment; College Credits; Educational Indicators; Bachelors Degrees; Socioeconomic Status; College Readiness; Race; Ethnicity; Kentucky + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Einschulung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Educational indicato; Bildungsindikator; 'Bachelor''s degrees'; Bachelor-Studiengang; Socio-economic status; Sozioökonomischer Status; Rasse; Abstammung; Ethnizität
Abstract	For the United States to maintain national and global economic stability, colleges must graduate more students. Four-year completion rates have declined and less than one-third of full-time, degree-seeking students graduate in 4 years. Some researchers and policymakers have suggested "leading indicators" to track postsecondary educational achievement. This study examined the relationship between pre-college factors (e.g., socio-economic status, college readiness, race/ethnicity, etc.), leading indicators (e.g., earning 30 credits at the end of year one, continuous enrolment, summer course credit, etc.) and degree completion at Kentucky's 4-year public institutions. The results showed that the effects of some leading indicators varied based on pre-college factors. Overall, factors related to credit accumulation had the most impact on the likelihood of increasing graduation rates. Policy and practice should consider the impact of pre-college factors on the effectiveness of leading indicators to most efficiently increase degree completion rates. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10