A Success Course for Freshmen on Academic Probation: Persistence and Graduation Outcomes

Autor/inn/en	McGrath, Shelley M.; Burd, Gail D.
Titel	A Success Course for Freshmen on Academic Probation: Persistence and Graduation Outcomes
Quelle	In: NACADA Journal, 32 (2012) 1, S.43-52 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-9517
Schlagwörter	College Freshmen; Academic Probation; Academic Achievement; Academic Persistence; Graduation; Intervention; First Year Seminars; Required Courses; Program Effectiveness; Public Colleges; Statistical Analysis + Suchen Sie Ihr Suchwort? Studienanfänger; Schulleistung; Abschluss; Graduierung; Pflichtkurs; Statistische Analyse
Abstract	Administrators at a large, public university launched a mandatory success course for freshmen placed on academic probation at the end of their first semester. We compared the rates of course participant and nonparticipant return to good academic standing; persistence to the 2nd, 3rd, and 4th years; and graduation (within 4 to 5 years). The chi-square test for independence revealed significant differences across all measures of persistence and graduation between the control and treatment groups. We call for an increase in credit-bearing success courses using applied retention theories in the curriculum for students on academic probation. (Contains 3 tables and 2 footnotes.) (As Provided).
Anmerkungen	National Academic Advising Association. NACADA Executive Office, Kansas State University, 2323 Anderson Avenue Suite 225, Manhattan, KS 66502-2912. Tel: 785-532-5717; Fax: 785-532-7732; e-mail: nacada@ksu.edu; Web site: http://www.nacada.ksu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11