| Author(s): | Achieving the Dream |
| Title: | Achieving the dream data notes: Outcomes of first-year persisting students |
| Source: | http://www.achievingthedream.org/Portal/Modules... |
| Date: | 2010 |
| Organization: | Achieving the Dream |
| Short Description: | Research has shown that a variety of factors are associated with persistence, particularly during a student’s first academic year: the student’s social and cultural capital, direct entry upon high school graduation, developmental
education needs, parents’ highest level of education, socioeconomic status, and number of institutions attended.
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| Annotation: | According to the U.S. Department of Education’s Beginning Postsecondary Students (BPS) survey, 62 percent of first-time community college students persisted through their first year at their initial institution, while 23 percent
left without returning over the following three years. Research has shown that a variety of factors are associated with persistence, particularly during a student’s first academic year: the student’s social and cultural capital, direct entry upon high school graduation, developmental
education needs, parents’ highest level of education, socioeconomic status, and number of institutions attended.
Previous issues of Data Notes have examined the characteristics of students who stop out of college late in their academic careers, and found that these stop-outs are related to developmental education referral, Pell grant receipt, gender (being male), and being enrolled with undeclared or terminal majors. In this issue, second- and
third-year enrollment outcomes of first-year persisting students (FYP) were examined to determine which student characteristics are associated with higher rates of persistence and award attainment. |
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