How Final Is Leaving College While in Academic Jeopardy? Examining the Utility of Differentiating College Leavers by Academic Standing

Autor/inn/en	Kopp, Jason P.; Shaw, Emily J.
Titel	How Final Is Leaving College While in Academic Jeopardy? Examining the Utility of Differentiating College Leavers by Academic Standing
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 18 (2016) 1, S.2-30 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025115579670
Schlagwörter	Dropouts; College Students; Academic Achievement; School Holding Power; Institutional Characteristics; Higher Education; Gender Differences; Academic Persistence; Questionnaires; Grade Point Average; Predictor Variables; Regression (Statistics); College Entrance Examinations; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Collegestudent; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Geschlechterkonflikt; Fragebogen; Prädiktor; Regression; Regressionsanalyse; Aufnahmeprüfung
Abstract	Retention research rarely differentiates between students dismissed from an institution for poor academic performance versus students leaving by choice. As a proxy for studying academic dismissal, this study investigated differences between students leaving college in academic jeopardy after the first year (<2.00 grade point average) and those leaving in good standing. These two types of academic leavers differed sharply in their 6-year completion outcomes, with students leaving in good standing most likely to receive a degree from another 4-year institution and students leaving in academic jeopardy most likely to not receive a postsecondary degree in 6 years. Further, these two groups differed on a number of student demographic and academic characteristics (e.g., gender, race/ethnicity, first-generation college student, SAT scores) and institutional characteristics of first institution attended (e.g., freshman class size). Future research should consider differentiating between these two types of academic leavers when examining retention and designing-related interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01