College Persistence over Time and Participation in a First-Year Seminar

Autor/inn/en	Miller, John W.; Lesik, Sally S.
Titel	College Persistence over Time and Participation in a First-Year Seminar
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 16 (2014) 3, S.373-390 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.2190/CS.16.3.d
Schlagwörter	College Freshmen; Academic Persistence; First Year Seminars; School Holding Power; College Preparation; Student Participation; Gender Differences; Minority Group Students; Race; College Entrance Examinations; Scores; High Schools; Class Rank; College Credits; Statistical Analysis; Student Attrition; Graduation; Longitudinal Studies + Suchen Sie Ihr Suchwort? Studienanfänger; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Geschlechterkonflikt; Rasse; Abstammung; Aufnahmeprüfung; High school; Oberschule; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Statistische Analyse; Schülerbeurlaubung; Abschluss; Graduierung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Retention and graduation rates of an entire cohort of 1,913 first-time full-time college students are analyzed. The effects of participation in a first year experience (FYE) course and of entry level academic preparation (ELAP) on retention and graduation are examined, both descriptively and with discrete-time survival analyses. Although descriptive results support the efficacy of the FYE, survival analyses calls into question whether any unique variability beyond ELAP is attributable to FYE. Alternative hypotheses to explain the results and plans of new research for further exploration are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01