Initial Academic Momentum and Student Success: Comparing 4- and 2-Year Students

Autor/inn/en	Davidson, J. Cody; Blankenship, Paul
Titel	Initial Academic Momentum and Student Success: Comparing 4- and 2-Year Students
Quelle	In: Community College Journal of Research and Practice, 41 (2017) 8, S.467-480 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2016.1202158
Schlagwörter	Academic Achievement; College Credits; Success; Comparative Analysis; Two Year College Students; Undergraduate Students; Time to Degree; Academic Persistence; Graduation Rate; Socioeconomic Status; College Freshmen; Student Surveys; Kentucky + Suchen Sie Ihr Suchwort? Schulleistung; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Erfolg; Socio-economic status; Sozioökonomischer Status; Studienanfänger; Schülerbefragung
Abstract	Today, many full-time students spend one, two, or more additional years completing a 2-year associate or 4-year bachelor degree. In order to reduce this time frame, many institutions are utilizing a 15 to Finish campaign to encourage full-time students to enroll in 15 credits each semester. The first purpose of this study was to examine if there is a relationship between the number of credit hours enrolled in the first semester and the number of credits earned at the end of the first year. Concurrently, it examined how a student's initial academic momentum (i.e., the number of credit hours earned in the first year) relates to student persistence and degree completion. The second purpose was to determine if there was a relationship between a student's socioeconomic status and the number of credit hours enrolled in the first semester--and if it is feasible for low-income students, who primarily attend community colleges, to afford additional credit hours. The results showed that more students who earned 30 credit hours in the first academic year persisted to the second year and earned a degree than students who did not earn 30 credit hours. Also, the results showed that the majority of low-income community college students had enough Federal Pell Grant funds to pay for the additional tuition cost. Given these results, practical and policy implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01