Colleges Mine Data to Predict Dropouts

Autor/in	Rampell, Catherine
Titel	Colleges Mine Data to Predict Dropouts
Quelle	In: Chronicle of Higher Education, 54 (2008) 38, (1 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-5982
Schlagwörter	Data Analysis; School Holding Power; Computer Mediated Communication; Academic Achievement; Visual Aids; Undergraduate Study; Courses; Management Systems; Predictor Variables; Academic Failure; Dropouts; Grade Point Average; Scores; Tests; Privacy; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Auswertung; Computerkonferenz; Schulleistung; Anschauungsmaterial; Grundstudium; Kursangebot; Prädiktor; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Examination; Prüfung; Examen; Privatsphäre
Abstract	This article reports that several colleges and universities like Purdue University are mining data they have about students to try to improve retention. The institutions analyze years' worth of data on which students did well and which did poorly, and what variables--whether they be SAT scores, financial-aid status, or attendance at the dining halls--correlate with those successes or failures. Using those data, colleges try to predict which students are likely to drop out--and intervene before the students themselves even know they're in trouble. At Purdue the risk algorithm, which predicts when students are at risk of failing, is based on academic variables like GPA's and standardized-test scores, as well as how often students log into the course site. Students who have some combination of poor preparation and slack engagement with the Web site will see the red or yellow light on the course-management system and will also get a warning by e-mail asking them to meet with an instructor or seek outside help. (ERIC).
Anmerkungen	Chronicle of Higher Education. 1255 23rd Street NW Suite 700, Washington, DC 20037. Tel: 800-728-2803; e-mail: circulation@chronicle.com; Web site: http://chronicle.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10