Academic literature on the topic 'College dropouts – Texas – Prevention'
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Journal articles on the topic "College dropouts – Texas – Prevention"
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Haney, Walt. "The Myth of the Texas Miracle in Education." education policy analysis archives 8 (August 19, 2000): 41. http://dx.doi.org/10.14507/epaa.v8n41.2000.
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I summarize the recent history of education reform and statewide testing in Texas, which led to introduction of the Texas Assessment of Academic Skills (TAAS) in 1990-91. A variety of evidence in the late 1990s led a number of observers to conclude that the state of Texas had made near miraculous progress in reducing dropouts and increasing achievement. The passing scores on TAAS tests were arbitrary and discriminatory. Analyses comparing TAAS reading, writing and math scores with one another and with relevant high school grades raise doubts about the reliability and validity of TAAS scores. I discuss problems of missing students and other mirages in Texas enrollment statistics that profoundly affect both reported dropout statistics and test scores. Only 50% of minority students in Texas have been progressing from grade 9 to high school graduation since the initiation of the TAAS testing program. Since about 1982, the rates at which Black and Hispanic students are required to repeat grade 9 have climbed steadily, such that by the late 1990s, nearly 30% of Black and Hispanic students were "failing" grade 9. Cumulative rates of grade retention in Texas are almost twice as high for Black and Hispanic students as for White students. Some portion of the gains in grade 10 TAAS pass rates are illusory. The numbers of students taking the grade 10 tests who were classified as "in special education" and hence not counted in schools' accountability ratings nearly doubled between 1994 and 1998. A substantial portion of the apparent increases in TAAS pass rates in the 1990s are due to such exclusions. In the opinion of educators in Texas, schools are devoting a huge amount of time and energy preparing students specifically for TAAS, and emphasis on TAAS is hurting more than helping teaching and learning in Texas schools, particularly with at-risk students, and TAAS contributes to retention in grade and dropping out. Five different sources of evidence about rates of high school completion in Texas are compared and contrasted. The review of GED statistics indicated that there was a sharp upturn in numbers of young people taking the GED tests in Texas in the mid-1990s to avoid TAAS. A convergence of evidence indicates that during the 1990s, slightly less than 70% of students in Texas actually graduated from high school. Between 1994 and 1997, TAAS results showed a 20% increase in the percentage of students passing all three exit level TAAS tests (reading, writing and math), but TASP (a college readiness test) results showed a sharp decrease (from 65.2% to 43.3%) in the percentage of students passing all three parts (reading, math, and writing). As measured by performance on the SAT, the academic learning of secondary school students in Texas has not improved since the early 1990s, compared with SAT takers nationally. SAT-Math scores have deteriorated relative to students nationally. The gains on NAEP for Texas fail to confirm the dramatic gains apparent on TAAS. The gains on TAAS and the unbelievable decreases in dropouts during the 1990s are more illusory than real. The Texas "miracle" is more hat than cattle.
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Manchester, Ralph A. "Promoting Health in Post-Secondary Music Schools." Medical Problems of Performing Artists 21, no. 3 (2006): 95–96. http://dx.doi.org/10.21091/mppa.2006.3020.
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The Special Article in this issue of Medical Problems of Performing Artists has the potential to usher in a new era in improving the lives of musicians (and potentially other performing artists) around the world. The Health Promotion in Schools of Music conference that was held in Texas in the fall of 2004 brought together a rich mixture of music and performing arts medicine professionals. Stimulated by the new National Association of Schools of Music accreditation standard that requires undergraduate music students to receive instruction in injury prevention and occupational health promotion, participants in the conference worked diligently for 3 days to discuss what we know, what we don't know, and how to approach the vital yet immensely complex issue of health promotion and injury prevention for college-level music students. While the recommendations in the Special Article are intentionally broad and allow each school to develop its own program, they are based on a true state of the art analysis of the field.
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Zedaker, Sara, and Lisa R. Muftić. "A Safe Place To Go? A Descriptive Study of Safety Strategies Among College Female Students." Criminal Justice Review 42, no. 2 (2017): 188–205. http://dx.doi.org/10.1177/0734016817704701.
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Safety planning, simply put, is a detailed, personalized, and practical plan that is created to protect oneself against an abusive (or potentially abusive) partner. Relying on self-reported data from an online survey of female college students from a state university in Texas, this study focuses on safety strategies centered around escape planning (e.g., whether or not students have a safe place to go, where they would go, and what they would take with them) as well as what factors influence this (e.g., prior experiences with intimate partner violence). Using bivariate analyses to determine any association between factors that influence various aspects of the safety planning process, a number of important findings are reported. The majority of students indicated that they had a safe place to go and this was most likely to be a family or friend’s residence. Additionally, most students noted that they would take what is typically discussed in safety planning strategies (e.g., money, cellular phone, keys, identification, and clothing). Students who reported lower levels of social support and prior exposure to parental domestic violence were more likely to report they did not have a safe place to go. These findings underscore the importance of expanding violence prevention activities on college campuses beyond sexual assault, with information provided to all students on safety planning.
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Agarwal, Rahul, Ashok Goel, Jaswant Rai, and Nirmal Chand Kajal. "Pharmacovigilance of first line anti-tubercular therapy in category I patients of pulmonary tuberculosis." International Journal of Basic & Clinical Pharmacology 6, no. 3 (2017): 643. http://dx.doi.org/10.18203/2319-2003.ijbcp20170829.
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Background: Study was done to determine incidence of ADR’s in sputum positive, pulmonary TB patients, on DOTS category I and to determine the effect of ADR’s on sputum conversion.Methods: Open, prospective, observational, non-comparative study conducted in the Department of Pharmacology in collaboration with Department of Tuberculosis and Chest Diseases, Government Medical College, Amritsar for the duration of 18 months (March 2015 to September 2016). One hundred sputum positive patients of pulmonary tuberculosis on DOTS category I, of either sex, in age group of 14 years to 65 years, were recruited and followed up during intensive phase of therapy at end of 1st and 2nd month. Causality and Severity assessment were done by using WHO-UMC causality scale and Hartwig’s severity scale respectively.Results: Out of 100 patients 84 (84%) developed one or more ADR’s and a total of 118 ADR’s occurred in our study. The most common ADR was GI upset 45(38.13%), followed by hepatitis 42 (35.59%), rash 12 (10.16%), CNS 8 (6.77%), arthritic symptoms 5 (4.23%), visual disturbance 2 (1.69%), bleeding problems 2 (1.69%), hyperuricemia 1 (0.84%) and peripheral neuropathy 1 (0.84%). Causality assessment revealed that most of ADR’s(60) were in probable category and severity assessment revealed that most of ADR’s(55) belonged to level 4 (Moderate severity). Most of the ADR’s occurred within 30 days of the start of treatment (84.74%).Conclusions: With such a high incidence of ADR’s there is a need of incorporating pharmacovigilance programme into this vital health programme for more comprehensive monitoring of tuberculosis patients on DOTS for timely prevention, detection, and management of ADR’s. This will decrease non-adherence and dropouts, and thus result in better treatment outcomes.
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Krishna, Mahesh, Aziza Salako, Tatiana Fofanova, and Richard Kellermayer. "Parental Education May Differentially Impact Pediatric Inflammatory Bowel Disease Phenotype Risk." Inflammatory Bowel Diseases 26, no. 7 (2019): 1068–76. http://dx.doi.org/10.1093/ibd/izz225.
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Abstract Background The incidence of pediatric inflammatory bowel diseases (PIBDs: Crohn’s disease [CD], ulcerative colitis [UC]) is on the rise around the world. Yet, the critical risk factors for this rising incidence are not well understood. Demographic characteristics of PIBD may improve our understanding of their developmental origins and aid in prevention. Methods Four hundred eighty-eight consecutive PIBD patients diagnosed at Texas Children’s Hospital from 13 counties around Houston were studied. An annual incidence map was created by ZIP code of residence at diagnosis by using ArcGIS and the American Community Survey from the US Census Bureau. Correlation between demographic variables and PIBD incidence was examined. A model to explain incidence from different health factors was created in R. Results Hispanic children were more likely to be diagnosed with UC (P < 0.01) and unclassified IBD (IBD-U) (P < 0.03) compared with other races/ethnicities. A significant positive correlation (r = 0.35, P < 0.0001) between median household income and PIBD incidence was observed (UC: r = 0.23, P < 0.0001; CD: r = 0.22, P = 0.0004). ZIP codes with majority college-educated adults had a higher incidence of PIBD than ZIP codes with majority high school–educated adults (P < 0.0001). Pediatric cases with CD were more common in ZIP codes where the majority of adults were college educated (P < 0.0001). Pediatric cases with UC, however, were more common in ZIP codes where the majority of adults were high school educated (P = 0.0036). Conclusions Hispanic children more commonly present with UC and IBD-U in southern USA. Household income and/or adult education–related environmental/dietary differences may be important in the developmental origins of PIBD in large metro areas, such as Houston.
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Diri, Reem, Ali McBride, Christopher Lee, et al. "Efficacy of Same-Day Vs. Next-Day Pegfilgrastim for the Prevention of Chemotherapy-Induced (Febrile) Neutropenia (CIN/FN): A Meta-Analysis." Blood 126, no. 23 (2015): 4764. http://dx.doi.org/10.1182/blood.v126.23.4764.4764.
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Abstract Introduction: CIN/FN is a major dose-limiting toxicity of many cancer chemotherapy (CTX) regimens. CIN/FN may require hospitalization, increase monitoring requirements and diagnostic and treatment costs, and reduce patient quality of life. Myeloid growth factors such as filgrastim or pegfilgrastim have been shown to reduce the incidence and severity of neutropenic complications. International guidelines recommend that pegfilgrastim be administered once per cycle 24-72 hours after chemotherapy, though recent NCCN guidelines mention the option of same-day administration. From the patients' perspective, the time lag is potentially cumbersome because of the need for additional visits. Several studies varying in design and outcomes have evaluated same-day administration of pegfilgrastim compared to standard (next-day) administration 24-72 hours after completion of the CTX cycle. Purpose: To conduct a meta-analysis of studies of same-day vs. next-day pegfilgrastim administration in terms of the incidence of (1) Grade 4 CIN during cycle 1 of CTX and (2) CTX dose reduction in subsequent CTX cycles. Methods: We performed a search for same-day administration of pegfilgrastim using PubMed search engines to complement investigators' familiarity with the literature. Considering heterogeneity (I2) across studies, random-effects meta-analyses were used to quantify pooled estimates of relative risk (RR), taking into account both within- (standard error) and between-study variance (τ2) using the DerSimonian and Laird method. Z-scores (weighted mean divided by the standard error of the weighted mean) and associated p-values (testing against the null hypothesis of RR = 1.0) quantified the precision of pooled RRs across studies. All analyses were performed using StataMP 14 (College Station, Texas, USA). Results: There were8 comparative studies with data on Grade 4 neutropenia that included a total of 446 patients treated the same day and 697 patients treated next day (Figure 1). Patients treated with pegfilgrastim on the same day after the first cycle of chemotherapy were equally likely to develop Grade 4 neutropenia as those treated the next day (RR = 1.13, 95% CI 0.87-1.47, p =0.371; I2 =54.1%, p=0.033). There were 8 comparative studies with data on chemotherapy dose reduction that included a total of 414 patients treated the same day and 428 patients treated next day (Figure 2). Patients treated with pegfilgrastim on the same day were equally likely to require a reduction in chemotherapy dose compared with those treated the next day (RR = 0.97, 95% CI 0.68-1.39, p =0.863; I2 =62.7%, p=0.009). Conclusion: The incidence of Grade 4 neutropenia and CTX dose reduction in patients receiving same-day pegfilgrastim were equal to those undergoing standard administration. To be confirmed through controlled studies, same-day administration of pegfilgrastim can be considered in the prophylaxis of CIN/FN in patients receiving myelotoxic CTX. Figure 1. Figure 1. Figure 2. Figure 2. Disclosures McBride: Janssen Scientific Affairs, LLC: Consultancy. Persky:Gilead Sciences, Inc: Speakers Bureau.
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Lalefar, Nahal Rose, and Ward Hagar. "A Comparison of Hematologic Parameters in Patients with Sickle Cell Disease Undergoing Red Cell Exchange Using Terumo BCT Spectra Optia and COBE Spectra Apheresis Systems." Blood 126, no. 23 (2015): 4743. http://dx.doi.org/10.1182/blood.v126.23.4743.4743.
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Abstract Introduction: Therapeutic red blood cell exchange (RBCX) is a process by which diseased red cells are replaced by healthy donor red blood cells. In patients with sickle cell disease, RBCX has been used to treat acute stroke, severe acute chest syndrome, multiorgan failure, priapism and splenic sequestration. It is also being used more commonly in the prevention of vaso-occlusive pain crises and for stroke prophylaxis for patients considered to be at high risk of stroke based on abnormal transcranial Doppler flow rates. In May 2014, we transitioned from the COBE Spectra apheresis system (Terumo BCT) to the next-generation Spectra Optia apheresis system (Terumo BCT) for all red cell exchange transfusions performed on our patients with sickle cell disease. A previous small study (n = 33 RBCX transfusions) compared the two instruments (Caridian BCT) and showed no difference between exchange volumes, processing time, pre and post-exchange hematocrit and HbS levels (Perseghin et al. Transfusion and Apheresis Science, 2013). However, other clinical parameters such as changes in white blood cell count and platelet counts were not examined. In order to determine if there were any differences in hematologic parameters between the 2 apheresis instruments, we measured the differences between pre and post-exchange HbS levels, white blood cell count (WBC), hematocrit (Hct), and platelet counts for all of our adult patients who underwent RBCX transfusions on both instruments. Methods: This was a single institution, retrospective chart review of all adult patients with sickle cell disease (HbSS n=17, HbS/β0 thalassemia n = 1, HbSC n =1) who underwent routine, monthly RBCX at Children's Hospital and Research Center Oakland between November 2013 and February 2015. Indications for RBCX included a risk of stroke or a history of stroke, acute chest syndrome, or renal failure. All patients received RBCX transfusions on the COBE Spectra prior to May 2014 and were then transitioned to Spectra Optia in May 2014. Pre and post-exchange transfusion HbS levels, WBC, Hct, and platelet counts were measured for each procedure. All exchange transfusions were non-emergent and well tolerated. Statistical analyses using the student's t test and rank sum test were performed with Stata 14.0 software (College Station, Texas). Results: A total of 19 adult patients (mean average age 25 years old) underwent 153 red blood cell exchange transfusions (Spectra Optia n =87, COBE Spectra n = 66). There was a small increase in mean hematocrit percentage for both instruments (28.33 + 4.3 % to 29 + 3.06 % and 28.16 + 4.29% to 29.2 + 3.04% on the Spectra Optia and COBE Spectra, respectively). All other post-RBCX parameters decreased. The mean changes are shown in Table I. The HbS percent decreased from a combined mean of 39.86 + 12.11 % to 20.26 + 8.43 % for both instruments. The WBC decreased from a combined mean of 12.72 + 3.13 x 1000/ mm3 to 8.67 + 2.15 x 1000/ mm3. The platelet count decreased from a combined mean of 368.82 + 125.75 x 1000/ mm3 to 191.01 + 62.78 x 1000/ mm3. The mean parameter values for each patient correlated with the mean changes for each instrument based on statistical analysis using both the student's t test and rank sum test. Conclusions: The starting hematologic values were similar between the two instruments. There was no statistical difference between the raw pre and post-RBCX HbS, Hct, WBC, or platelet values or the mean changes in these parameters between the COBE Spectra and Spectra Optia instruments. There was also no statistical difference in the mean changes between the pre and post RBCX hematologic parameters amongst the 19 patients. Both instruments allowed for effective reduction in HbS percentage with comparable decreases in WBC and platelet counts while maintaining adequate hematocrit values for all 19 adult patients with sickle cell disease. Table 1. Mean changes between Pre-RBCX and Post-RBCX. Instrument Change in % HbS Change in WBC x1000/mm3 Change in % Hct Change in platelet count x1000/mm3 Spectra Optia N 84 87 87 85 Mean -20.28 -4.01 0.67 -172.44 SD 7.02 2.55 2.86 76.98 COBE Spectra N 66 66 66 66 Mean -19.18 -4.12 1.09 -178.02 SD 7.89 2.26 2.57 81.02 p-value 0.37 0.78 0.34 0.67 There are 3 missing values for HbS and 2 missing values for platelet count for Spectra Optia. SD = standard deviation, WBC = white blood cell count, Hct = hematocrit Disclosures No relevant conflicts of interest to declare.
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Colombatti, Raffaela, Soundrie Padayachee, Corrina Macmahon, et al. "Cerebral Blood Flow-Velocity Is Associated with Increased Leukocyte Count and Systolic Blood Pressure in HbSS but Not HbSC." Blood 126, no. 23 (2015): 989. http://dx.doi.org/10.1182/blood.v126.23.989.989.
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Abstract BACKGROUND Sickle Cell Disease (SCD) is the most frequent severe genetic disease worldwide. Its frequency is rising in European countries, including Italy and Ireland. In Europe Sickle SC (HbSC) is the second most common form of SCD after sickle cell anaemia (HbSS/HbSB°) and accounts for 25-30% of cases. Neurological events are among the most frequent and disabling complications in children with SCD with an important impact on quality of life, health and educational system costs (DeBaun et al., 2012). Overt and silent stroke are reported in in HbSC disease, although to a lesser extent. Studies suggest that the life-time risk of stroke in HbSC is 2-3% (Deane et al., 2008). Stroke Prevention is limited to only for HbSS/HbSB° but not HbSC. CBF-V as measured by TCD ranges of velocities in the Middle Cerebral Artery (MCA) and in the distal Internal Carotid Artery (dICA) used to stratify patients with HbSS/HbSB° in risk categories might be inappropriate for HbSC patients. Unlike North America, in Europe HbSC phenotype is more common; we therefore set out in this three country European study (SCATES) to describe the pattern of CBF-velocity and also compare the findings with HbSS patients attending the same facilities:. Hypothesis: Aims is to determine mean reference values of TCD velocities in MCA and dICA in a European prospective cohort of children with HbSC in comparison with a cohort of HbSS. Main objectives To assess the pattern of cerebral flow velocity distribution in HbSC and compare with HbSS in three European countries To test if the impact of clinical and hematological factors on Cerebral blood flow velocity in HbSC and HbSS in order to make recommendation for screening HbSC. METHODS Following a formal evaluation and validation of the competency of the screening centres to perform TCD in sickle cell disease; consecutive patients were recruited into the prospective observational study. TCD was performed with imaging TCD (Philps, other makes) by certified TCD operators. The data were entered on-line (Study Trax) and downloaded for statistical analysis using STATA 10.0 (Stata-Corp LP, College Station, Texas). Before regression analyses were performed, all variables that did not have a normal distribution (BP diastolic, albumin creatinine ratio (ACR), lactate dehydrogenase (LDH) and bilirubin) were transformed to achieve a normal distribution. All variables were standardised to allow for clear interpretation. Univariable regression analyses were performed to examine the influence of laboratory and haematological parameters on maximum TCD velocity from the MCA or TICA, in each SCD type subgroup. As TCD velocity had a non-parametric distribution the 95% confidence intervals of TCD velocity for HbSC subgroup was determined using the bootstrap method (resampling with replacement from our data set), with 5,000 replications(Singh & Xie, 2010) RESULTS At recruitment, the participants' age ranged from 2 to 16 years with a mean age of 8.11 (sd ±4.07). Overall, 224 (76.12%) children had HbSS phenotype, and 61 (18.21%) children had HbSC phenotype. Mean values for haematological parameters for HbSS and HbSC subgroups: Mean Hb g/dl (std) was 8.32(1.16) for HbSS and 10.93(0.91) for HbSC; Albumin: creatinine ratio as 12.39 (3.92) and 8.32 (2.68) for HbSS and HbSC respectively. HbSS as expected show inverse relationship between CBF-V and hemoglobin (n = 224; beta = -7.90; 95%CI = -11.9 to -3.89; p = 0.00014); positive correlation with systolic blood pressure increase (beta=11.03; 95% 3.10 to 18.995 and P=0.008); and total leukocyte count (n-120; beta 1.50; 95% CI 0.38-2.63; P=0.009). However, there was no correlation between TCD and any parameter in the HbSC group. Discussion and Conclusion From this pan-European patient cohort with a substantial proportion of patients we show that the CBF-V in HbSC does not follow a normal distribution pattern and appears entirely unrelated to clinical or hemolytic markers as observed with HbSS. Higher systolic blood pressure has been reported as risk factor for the development of silent cerebral infarct in HbSS (DeBaun et al., 2014). To the best of our knowledge this is the first time systolic and increased leukocyte as a marker of thrombosis (Marchetti & Falanga, 2007) is a risk factor in SCD. CBF-V. The fact there is relationship with these markers in HbSC suggests the lack of benefit for this measurement. Disclosures No relevant conflicts of interest to declare.
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Anjali, Anjali, and Manisha Sabharwal. "Perceived Barriers of Young Adults for Participation in Physical Activity." Current Research in Nutrition and Food Science Journal 6, no. 2 (2018): 437–49. http://dx.doi.org/10.12944/crnfsj.6.2.18.
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This study aimed to explore the perceived barriers to physical activity among college students Study Design: Qualitative research design Eight focus group discussions on 67 college students aged 18-24 years (48 females, 19 males) was conducted on College premises. Data were analysed using inductive approach. Participants identified a number of obstacles to physical activity. Perceived barriers emerged from the analysis of the data addressed the different dimensions of the socio-ecological framework. The result indicated that the young adults perceived substantial amount of personal, social and environmental factors as barriers such as time constraint, tiredness, stress, family control, safety issues and much more. Understanding the barriers and overcoming the barriers at this stage will be valuable. Health professionals and researchers can use this information to design and implement interventions, strategies and policies to promote the participation in physical activity. This further can help the students to deal with those barriers and can help to instil the habit of regular physical activity in the later adult years.
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Tovar, Juliana, Yvette Mora, Wilna Oldewage-Theron, Naima Moustaid-Moussa, Elizabeth Trejos-Castillo, and Oak-Hee Park. "A Pilot Study for Understanding Key Factors to Create an Innovative School Nutrition Program for the Prevention of Obesity and Risky Behaviors (P16-046-19)." Current Developments in Nutrition 3, Supplement_1 (2019). http://dx.doi.org/10.1093/cdn/nzz050.p16-046-19.
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Abstract Objectives An innovative school nutrition program, Sustainable Life Skills to Reduce Obesity Risk (SuLiSRO), was developed. A pilot study was conducted to evaluate the program and to understand main factors and implementation strategies for preventing obesity and risky behaviors among youth aged 11–14. Methods Using Social Cognitive theory, 2015–2020 USDA Dietary Guidelines for Americans, and literature reviews, SuLiSRO's curriculum was developed by a multidisciplinary research team including registered dietitians, design faculty, and a youth expert. The intervention (3 weeks) was delivered in one Texas middle school. The first two weeks, nutrition interventions (e.g., MyPlate, healthy drinks, & food safety) along with cooking activities were delivered. The final week focused on healthy body image education. Each week also included 5–10 minutes of guided exercises. After the intervention, three focus group interviews (45 minutes, with twenty seven 8thgraders) were conducted and analyzed using Krueger's framework analysis. Results The focus groups determined program aspects that would best suit a longer intervention at an earlier stage (6thgrade). The students expressed the desire for more advanced cooking activities, so that they would feel confident using household items to prepare healthy and simple foods. Students requested further education to demonstrate appropriate clothing choices for their age and body sizes. They also requested the addition of mental health education into SuLiSRO to teach practical stress management tactics. Conclusions Evaluations provided key factors (e.g., body shape/size, physical activity, healthy eating, and mental health) and considerations (e.g., involvement of parents) for future implementation. Funding Sources Come N Go funding from the College of Human Sciences at Texas Tech University.
Dissertations / Theses on the topic "College dropouts – Texas – Prevention"
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Ihekwaba, Remigus Herbert. "A comparative analysis of African American male and female students' perception of factors related to their persistence at a Texas community college." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035954.
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Coppola, William Edward. "The Relationship of Community College Student Demographic and Pre-Enrollment Background Variables with Persistence and Retention." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc277851/.
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Student retention is one of the most important issues facing higher education. The demand for accountability of higher education has pushed the issue of student retention to the forefront of its agenda. Increasingly, state legislatures are tying funding to institutional effectiveness, using graduation rates as measures of academic quality. Though there is an abundance of literature of studies conducted at the four year institution, few studies have examined the community college student. This study attempted to identify 4 specific pre-enrollment variables, (1) parent's education, (2) high school senior grade point average, (3) educational goals and (4) racial origin, as predictors of persistence and retention. The sample included 312 entering freshmen at North Lake College in Irving, Texas who were administered the College Student Inventory (CSI) in the fall semesters of 1995 and 1996. The 1995 cohort consisted of 201 entries, 103 (51.2%) female and 98 (48.8) male. The 1996 cohort consisted of 111 entries, 65 (58.5%) female and 46 (41.5%) male. A data base was constructed by extracting selected data elements from the completed inventory. Each student was tracked for one year following the semester they completed the survey. The Pearson Chi-Square Test of Independence with .05 level of significance as the criterion level of rejection was performed to identify significant variables tied to student persistence. The research found that 3 factors, high school senior GPA, parent's education level and family origin were significant predictors of attrition at the .05 level. These factors represent information that is typically available from the student's prior to entry into the college. All too often an at-risk student is identified once he/she is placed on academic probation prompting the student to leave the college. Institutions need to implement an early warning system to identify students who are at-risk before the problem becomes intractable. The institution can then implement strategies and programs that would foster efforts to increase student engagement and retention. This study has demonstrated that there are important pre-enrollment data available to institutions that can assist potential non-persisters by identifying them early in their educational tenure.
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Walts, Rebecca Ann. "Non-Academic Institutional Variables Related to Degree Completion of Non-Traditional Age Undergraduate Students." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279269/.
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A study was conducted at The University of Texas at Arlington to obtain measurements of non-traditional age undergraduate students using the Mattering Scales for Adult Students in Higher Education (MHE). The MHE is designed to assess the perceptions of adult students on how much they matter to the institution they are attending. The study also sought to determine if "mattering" and other selected nonacademic variables associated with the university environment are perceived by nontraditional age students to effect their likelihood of completing their baccalaureate degree.
Of the five subscales surveyed by the MHE, significant statistical differences were found to exist in the Administration, Interaction With Peers, Multiple Roles, and Faculty subscales denoting an interaction between gender and minority status. Significant statistical differences were also found by gender on the Advising subscale and by minority status on the Faculty subscale.
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Swift, Jennifer K. "To stay or not to stay : predicting student retention in higher education." Thesis, Georgia Institute of Technology, 2003. http://hdl.handle.net/1853/28799.
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Gonzales, Joseph L. (Joseph Louis). "A Study of Retention and Attrition Among First Time College Freshmen at North Texas State University." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331864/.
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This study was designed to examine freshman students at North Texas State University and to determine some of the factors contributing to attrition and retention. The instrument used in the study was the Student Information Questionnaire (SIQ). The instrument was created to aid the objective assessment knowledge relating to student retention and attrition. The categories of knowledge selected included demographics, individual attributes, family background, and educational experience.
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Laman, Michael A. (Michael Alan). "The Influence of Selected Factors on Nonpersistence of Nontraditional Students at a Comprehensive Community College." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330711/.
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The purpose of the study was to determine the direct influences of selected environmental, academic, and background factors as well as academic outcomes and expression of intent to leave on persistence or non-persistence of nontraditional students at a comprehensive community college in the Dallas County Community College District. The study applied a conceptual model of nontraditional undergraduate student attrition.
Data for this study were collected during the Fall, 1987 semester from 312 first-year nontraditional students using the two-year institution questionnaires from the National Center for Higher Education Management Systems. In addition, follow-up surveys were administered to the 97 students who did not re—enroll for the Spring, 1988 semester. The data were analyzed using discriminant function, chi square, and product-moment correlation.
For these nontraditional students, educational goal commitment, cumulative grade point average (GPA) and expression of intent to leave at the end of the semester had significant direct influence on persistence or non-persistence decisions. In contrast, environmental factors such as finances, employment status, and family responsibilities, and background factors such as high school academic performance, enrollment status and parents' education level did not directly influence dropout decisions.
Nontraditional students reported receiving moderate to high levels of encouragement to remain in college from outside sources, especially employers. In spite of this encouragement, a frequent reason given for leaving college was the inability to cope with working and going to school at the same time.
The results generally confirmed that the conceptual model used in this study provided a valid framework for research on nontraditional student attrition. Accurate prediction of persistence or non-persistence of nontraditional students in a community college appears quite difficult due to the heterogeneity of this student population and their diverse educational goals.
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Muhuro, Patricia. "Implementation of student retention programmes by two South African universities: towards a comprehensive student retention model." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1016085.
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Using Tinto‟s (1993) interactionalist theory of student retention and Beatty Guenter‟s (1994) students retention strategy as guiding lenses, this study investigated the implementation of five student retention programmes in two universities in South Africa. Specifically the study sought to interrogate a) the mechanisms used to select students and peer facilitators who participate in each of the programmes, b) the delivery strategies that are in place and c) the programme monitoring and/or evaluation mechanisms in place to ensure that programme goals are achieved. The study adopted a concurrent mixed design embedded in the post positivist paradigm. The study revealed minimal student participation in all programmes, including those that were compulsory, owing to inconsistent enforcement of policies, stigmatisation, and poor perceptions about these programmes. In addition, the study found challenges in selection, support and monitoring of peer facilitators in almost all the programmes. This was linked to limited qualified staff, high dependence on borrowed delivery models and poor co-ordination among stakeholders. The study through a proposed Comprehensive Model for Student Retention, suggested collaborated and intensive and ongoing training of all facilitators in functional literacies, basic counselling and handling diversity, as well as co-ordinated selection and monitoring of the five programmes.
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Woodley, Michael. "A Study on Retention: Positive Steps for a Small Liberal Arts College." Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26543.
Full textAbstract:
Retention is a concern for colleges and universities nationwide. The focus of this study is
what a small private liberal arts college does well in terms of retaining students by examining the
students who left the college for a minimum of one semester and then returned to finish their
degree. A survey instrument was used to examine the positive impact the faculty, academic
advising, academic program, student services, technology, and the living environment had on the
return of reactivated students to Jamestown College (JC). The survey instrument was also used to
find out the reasons students attended JC initially, why they left, why they came back, what they
like the most, and what they like the least about JC. The faculty and staff of JC had the most
positive impact on reactivated students returning to JC. Other factors that positively impacted the
students included academic advising and programs of study.
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Young, Robert Joseph. "An examination of factors influencing retention of developmental education students at selected Texas community colleges /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Sahoo, Chintamani. "Student retention and expert system design for effective intervention in four-year colleges." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185900.
Full textAbstract:
The Problem of educational attainment and student retention have received increasing attention by social researchers for many years. The focus of analysis has shifted from describing status mobility to the causal sequence of status transmission and attainment. The present study examines the process of formal educational attainment through student retention in American four-year colleges by applying objective and subjective variables in a sequence of causal relationships. The results of the study show student retention in higher education may depend on institutional resources such as, parent and sibling's educational attainments in addition to strong individual commitment to educational goals and positive feelings about the institution that the student attends. Though the sample in the study are relatively disadvantaged in academic ability, the findings suggest that high schools and colleges as primary socializing agents provide powerful influences in developing educational aspirations and commitments that help in the process of educational attainment among young adults. Taking relevant factors of retention, the knowledge-base is created for the design of expert system. User interface is developed with the help of object-oriented language to access the knowledge-base. The expert system will provide useful services to the users in terms of prescribing, monitoring and evaluating individualized intervention program(s) for the high risk students. This service will facilitate the process of educational attainment among the high risk students and perhaps, will help retain them in the given institution.
Books on the topic "College dropouts – Texas – Prevention"
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L, Bloom Jennifer, and Robbins Steven B, eds. Increasing persistence: Research-based strategies for college student success. Jossey-Bass, 2012.
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Completing college: Rethinking institutional action. The University of Chicago Press, 2012.
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Muraskin, Lana D. A structured freshman year for at-risk students. National Council of Educational Opportunity Associations], 1998.
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Accountability, Florida Office of Program Policy Analysis and Government. Florida's postsecondary institutions employ a variety of support services for students. Office of Program Policy Analysis & Government Accountability, 2006.
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Office, General Accounting. College completion: Additional efforts could help education with its completion goals : report to Congressional requesters. United States General Accounting Office, 2003.
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Rivière, Bernard. Le décrochage au collégial: Le comprendre et le prévenir. Beauchemin, 1996.
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Seminário Nacional dos Serviços de Atendimento Estudantil Universitário (1st 2006 Universidade Federal de Santa Maria). Apoio estudantil: Reflexões sobre o ingresso e permanência no ensino superior. Editora UFSM, 2008.
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Western Washington University. Provost's Task Force on Improving the Freshman Year Experience. Report from the Provost's Task Force on Improving the Freshman Year Experience, May 1998. The Task Force], 1998.
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South Dakota Board of Regents. System Retention Task Force. Report of the South Dakota Board of Regents System Retention Task Force. Board of Regents, 2003.
Find full textBook chapters on the topic "College dropouts – Texas – Prevention"
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Balch, Tonya. "Dropout Prevention." In Encyclopedia of E-Leadership, Counseling and Training. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-068-2.ch034.
Full textAbstract:
The high incidence and prevalence of high school dropouts is not a new problem and may be viewed as an issue that has been researched time and time again with no clear next-step solutions. Indeed there does not seem to be a single key to solve the problem of students dropping out but, there are ways to help mitigate the factors that lead students to drop out of school. This chapter will provide research based indicators for identifying students at-risk for dropping out and present a myriad of approaches to reduce the dropout rate. While no one approach will likely yield large improvements, multiple approaches thought of in systemic terms can have a positive impact. Mentoring has been proven as an effective tool if implemented appropriately. Key indicators from highly effective mentoring programs are closeness of the mentor-mentee relationship, mentor characteristics, consistency of interaction, duration of mentoring, and contextual variables relative to the mentee’s social world. The ultimate goal is to improve the high school graduation rate and ensure students are college and career ready.
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Dryfoos, Joy G. "Prevention of School Failure and Dropping Out." In Adolescents at Risk. Oxford University Press, 1992. http://dx.doi.org/10.1093/oso/9780195072686.003.0016.
Full textAbstract:
At least three different kinds of interventions are suggested in discussions of schools and high-risk children: preventing school failure, preventing school dropouts, and finding and reinstating students who have already dropped out. The first set is touched on in the effective schools literature, assuming that improving the quality of education will result in higher achievement for all children. Thus, the interventions are primarily aimed at school reform and organization. The second set is described in the dropout prevention literature, with much more attention to individual needs and support services, along with alternative school structures. Because official dropout statistics are generally calculated only for high schools, most of the interventions are directed toward older students, although there is increasing recognition of the need for early intervention. Reinstating students in school is approached largely through employment and “recovery” programs for young people over the age of 18. Because this book is focused on 10- to 17-yearolds, the third set of interventions relating to job placement and programs for older youth will not be included. That subject has been thoroughly addressed by the Grant Foundation Commission on Work, Family, and Citizenship and other sources. The public has been deluged with studies focusing on the crisis in American education. The rationale for intensified concern is that unless the quality of education is improved we as a nation will not be able to compete with foreign countries (the Japanese educational system is most often cited as a model). One source reported that more than 275 education task forces had been organized in the mid- 1980s and “reform literature [has become] a cottage industry among scholars.” States enacted more than 700 pieces of legislation between 1983 and 1985, mostly stressing a return to basics. Most recommendations directed toward raising quality call for higher standards for graduation from high school, higher college admission standards, teacher competency tests, and changes in teacher certification requirements.