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Predicting Persistence for First-Time Undergraduate Adult Students at Four-Year Institutions Using First-Term Academic Behaviors and Outcomes
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Davidson, J. Cody; Holbrook, Wesley T. – Journal of Continuing Higher Education, 2014
In 2011, the Organisation for Economic Co-operation and Development (OECD) reported that, in the 24 to 54 age range, the United States ranked thirty-fourth among all for individuals with a postsecondary credential. For the United States to increase in rank, adult students, who are projected to increase by 1.9 million in postsecondary enrollment by…
Descriptors: Undergraduate Students, Adult Students, Academic Persistence, Graduation
Precollege Factors and Leading Indicators: Increasing Transfer and Degree Completion in a Community and Technical College System
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Davidson, J. Cody – Community College Journal of Research and Practice, 2015
Today, community colleges are challenged to maintain their historical identity of open access while increasing student success. This challenge is particularly salient in the context of performance-based funding models. These models create student achievements, which determine institutional levels of state funding. Therefore, these new student…
Descriptors: Community Colleges, Educational Finance, Financial Support, Academic Achievement
Academic Support as a Predictor of Retention to Graduation: New Insights on the Role of Tutoring, Learning Assistance, and Supplemental Instruction
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Grillo, Michael C.; Leist, Cathy W. – Journal of College Student Retention: Research, Theory & Practice, 2013
This study seeks to examine the relationship between the long-term use of academic support services such as tutoring, learning assistance, and supplemental instruction and retention to graduation. Little research has been devoted to the relationship between academic support and retention to graduation in both the literatures on retention and…
Descriptors: Academic Persistence, Academic Support Services, Supplementary Education, Tutoring