Academic Momentum and Undergraduate Student Attrition: Comparative Analysis in US and Russian Universities

Autor/inn/en	Kondratjeva, Olga; Gorbunova, Elena V.; Hawley, Joshua D.
Titel	Academic Momentum and Undergraduate Student Attrition: Comparative Analysis in US and Russian Universities
Quelle	In: Comparative Education Review, 61 (2017) 3, S.607-633 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-4086
Schlagwörter	Undergraduate Students; Gender Differences; Dropouts; School Holding Power; Educational History; Universities; Time to Degree; Correlation; Selective Admission; Admission Criteria; Majors (Students); Foreign Countries; Comparative Education; Academic Persistence; Russia; United States + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; History of education; Bildungsgeschichte; University; Universität; Korrelation; Bildungsselektion; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Ausland; Vergleichende Erziehungswissenschaft; Russland; USA
Abstract	Student attrition in postsecondary education is a significant public policy problem. Nations invest substantial resources in college systems, and when students leave, this investment is lost. To understand the factors that influence student attrition in US and Russian public universities, we use the perspective of academic momentum, defined empirically as measures representing student enrollment and study progress. Using a discrete-time event history analysis of samples of eight US and two Russian universities, we provide support for the central claims of the academic momentum theory that undergraduate students who progress through college more rapidly have a lower likelihood of attrition. However, a more detailed analysis reveals variability in the relationship between several academic momentum measures and student attrition, depending on a university's selectivity and the student's chosen academic field and gender. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01