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Dissertations / Theses on the topic 'College dropouts – Texas – Prevention'

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Published: 4 June 2021

Last updated: 8 February 2022

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1

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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2

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 scho

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3

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 subsca

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4

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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5

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 Cen

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7

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

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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.

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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 a

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9

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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10

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.

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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 an

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11

Gumm, John Eric Smith Al. "Transfer transitions first semester experiences of transfer students at selected Texas Christian universities /." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4193.

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Mendez-Grant, Monica S. "A study of freshman interest groups and leadership practices at Texas Woman's University." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2837/.

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This study investigated the level of leadership practices and retention rates of freshman students at Texas Woman's University. The data for the study were collected using the Leadership Practices Inventory, Student Version. The sample for the study consisted of 151 freshman students. The students were each placed in one of three control groups. Group A students (the treatment group) were in the Neighbors Educated Together Program (NET). Group B students (control group) were in one of two university-sponsored programs (COLORS or University 1000), and Group C students (control group) were the

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13

Schulze, Louann Thompson. "The Effects of a Peer-Taught Freshman Seminar Course on Grades and Retention." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278052/.

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The purpose of this study was to determine the effects of a peer-taught freshman seminar course on the grade point averages and retention rates of freshman students. Freshman students who entered the University of Texas at Arlington in the fall 1989 and fall 1990 semesters and enrolled in the voluntary 1 credit hour course "College Adjustment" were matched with freshman students who did not enroll in the course. Matched pairs were formed based on orientation attendance, college major, gender, and Scholastic Aptitude Test (SAT) scores. For both years, the Freshman Seminar Group was similar to t

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14

Ghoreyshi, Mohammad. "The Attitudes of International Students Toward University Withdrawal." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331730/.

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The purpose of this study was to determine if significant differences existed in attitudes of international students concerning college withdrawal. Data collection involved 200 freshmen international students from two universities in Texas. Two questionnaires were distributed to the students to determine attitudes toward college withdrawal. The instrument used to score the attitudes was the Purdue Master Attitude Scale. The analysis of variance was used for the statistical evaluation. The statistics indicated there was no significant differences between the students tested in the study and t

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Parrent, Condoa M. "Resiliency and the successful first-generation community college student: Identifying effective student support services." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3630/.

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This study examined what differences in resiliency traits, if any, exist between successful and non-successful first and continuing-generation college students through the use of a survey. For the purposes of this study, first-generation students were those students whose parents have never attended college and continuing-generation college students were those students whose parents have attended some college. For the purposes of this study, the term successful was defined as those students who after being enrolled during fall 2005 re-enrolled for the spring 2006 semester and the term non-succ

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Akins, Cassie L. "Experiences and motivational factors that influenced Ball State University students to stay enrolled." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1318607.

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Though much research is available on student persistence and attrition, few studies asked students to describe their experiences and motivational factors that influenced them to stay enrolled. This study at Ball State University helped researchers to understand these factors so that they could better work with matriculating freshmen and reduce freshmen drop-out. Qualitative research methodology resulted in data being gathered via personal interviews with students who were identified as matriculating freshmen living in the university residence halls during fall and spring of the 2004-2005 acade

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Al-Dossary, Saeed. "A study of the factors affecting student retention at King Saud University, Saudi Arabia : structural equation modelling and qualitative methods." Thesis, University of Stirling, 2008. http://hdl.handle.net/1893/691.

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The purpose of the study was to identify factors affecting student retention at King Saud University in Saudi Arabia. It has been estimated that 35% of university students leave higher education before completing their studies (Al-Saud, 2006). This study was guided by Tinto’s (1975) Student Integration Theory. Berger and Braxton (1998, p. 104) have stated that Tinto’s integration model ‘has been the focus of much empirical research and has near-paradigmatic status in the study of the college student departure.’ This theory is longitudinal and dynamic and views student retention decisions large

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Cole, Diane Lyn. "Staying Within the Margins: The Educational Stories of First-Generation, Low-Income College Students." PDXScholar, 2008. https://pdxscholar.library.pdx.edu/open_access_etds/3492.

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his research addressed educational persistence among first-generation, low-income college students. The educational paths of 22 first-generation, low-income undergraduate students attending a large, urban university in the Northwest region of the United States were examined through a narrative framework. Half of the participants had persisted from year one to year two, and the other half left the university after their first year. Analytic procedures consisted of thematic qualitative coding, an analysis of student trajectories over educational histories, and the reconstruction of narrative sto

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Parrent, Condoa M. Newsom Ron. "Resiliency and the successful first-generation community college student identifying effective student support services /." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-3630.

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20

Bray, Carolyn Scott. "Early Identification of Dropout-Prone Students and Early Intervention Strategies to Improve Student Retention at a Private University." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331697/.

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The problem of this study was first year student retention at a private university. The purpose of the study was to identify high risk students (dropout prone) by use of the Stratil Counseling Inventory -_ College Form (SCI-C) in order to initiate early intervention counseling and advising. Intrusive counseling was started within the first six weeks of the 1984 fall semester to facilitate the students' transition to college. The population of the study was first-time full-time freshmen students in attendance at Freshmen Orientation the week prior to the beginning of the 1984 academic year. SC

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Black, Jodie Lynn Gallais, and University of Lethbridge Faculty of Education. "Retention in a small liberal arts institution : the commuter student experience." Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Education, 2009, 2009. http://hdl.handle.net/10133/2468.

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Research indicates that students who reside on campus are more likely than commuter students to persist in their studies until graduation. The purpose of this study is to explore factors that may influence retention for commuter students. Data were collected from 20 commuter students at a primarily undergraduate four-year institution, in three stages: administration of a brief questionnaire, individual in-depth interviews, and a focus group. The qualitative data gained was coded and analyzed, and a grounded theory entitled “the commuter student experience” was developed. The theory contains th

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Darabi, Rachelle L. "Basic writers and learning communities." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1285086.

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Campos, Lisa D. "An investigation of cognitive and non-cognitive variables that affect student-athlete graduation and retention." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2009. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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King, Tara M. "Admitted student programs, freshmen matriculation, and persistence at Ball State University." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1221289.

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This study attempted to determine if participants in admitted student programs at Ball State University matriculated and persisted at a greater rate and had more academic success than students who did not participate in admitted student programs.Students who participated in one or more admitted student programs matriculated at a greater rate (73.3%) than those who attended on-campus admissions programs (59.0%) and those who did not attend an admitted student program or an on-campus admissions program (42.7%). Matriculates who attended an admitted student program persisted into the second semes

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Johnson, James E. "Predicting first-year grade point average and retention of student-athletes using demographic, academic, and athletic variables." CardinalScholar 1.0, 2010. http://liblink.bsu.edu/uhtbin/catkey/1560838.

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A sample of 674 first-year student-athletes at Ball State University were examined for five consecutive years (2004-2008) to determine what combination of demographic, academic, and athletic variables best predicted first-year GPA and retention into the second year of college. The dependent variables of first-year GPA and retention were chosen because they are two primary components used to calculate the Academic Progress Rate, a semester by semester evaluation of team academic performance used by the NCAA (Christianson, 2004). Results revealed college student-athletes had a higher first-year

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Strumpher, Corrina Sonia. "Students’ perceptions of factors that contribute to drop-outs at a selected FET College in the Western Cape." Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2821.

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Thesis (MTech (Business Administration))--Cape Peninsula University of Technology, 2018.<br>This study investigates students’ perception of factors that contributed to dropouts at a selected FET college. Despite receiving government funding, drop-out continues to increase. An understanding of perceived factors influencing drop-out rate would help to develop and deploy retention strategy for FET college students. Previous studies on drop-out shows that students that have dropped out are more likely to be unemployed and living in poverty compared to those students that have successfully complete

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Bell, Carolyn Lois. "The relationship between college student persistence to graduation and expected family contribution at Ball State University." Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1230611.

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The purpose of this study was to examine the relationship between Expected Family Contribution as determined by the Free Application for Federal Student Aid process and college student persistence to graduation at Ball State University.The population for this study was defined as 3,772 Ball State University full-time students who matriculated in the fall of 1995. The sample equaled the population. In response to the research question, the sample was divided into five subgroups (Full-Pell, Partial-Pell, No Pell-Need, No Pell-No Need, and No-FAFSA).It was determined that students at Ball State U

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Tebbe, Carmen M. "The Effectiveness of a Learning Strategies Course on College Student-Athletes' and Non-Athletes' Adjustment, Academic Performance, and Retention after the First Two Years of College." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5117/.

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This study replicated and extended previous research I had performed that suggested that a student success course is an effective intervention to assist student-athletes in the adjustment to college. Participants in the current study included 4 groups of students, including (1) non-athletes and (2) student-athletes who were mandated and enrolled in the student success course, and (3) non-athletes and (4) student-athletes who were not mandated and did not enroll in the student success course. Overall, results from the current study suggested that the student success course was effective in help

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Hollands, Aisha La'Chae. "Fostering Hope and Closing the Academic Gap: An Examination of College Retention for African-American and Latino Students who Participate in the Louis Stokes Alliance Minority Participation Program (Learning Community) While Enrolled in a Predominately White Institution." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/236.

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Colleges are struggling to retain students of color at four-year academic institutions (Kuh, 2005). The result is that while African-American and Latino students are entering college, fewer successfully complete their programs of study and obtain an undergraduate degree (ACE, 2006). For this reason, institutions are establishing supportive learning communities to not only recruit, but to retain this population.Learning communities have become welcoming places in the academy, and are designed to help students succeed in college by providing a formative, integrated academic experience that build

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Phillips, Rosalyn May. "The impact of peer mentoring in UK higher education." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2290.

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The present thesis is an investigation into the impact and role of formal peer mentoring programmes as retention and enrichment strategies within UK Higher Education. Reviews of the literature highlighted several limitations within the empirical evidence for benefits of mentoring schemes. This thesis systematically evaluated the availability and impact of peer mentoring schemes within UK Higher Education. Firstly, a new measure of wellbeing was constructed and validated in student samples. A UK wide survey of 94 Universities supported the notion of increasing popularity of formal peer mentorin

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McFall, Kara Lynn. "State Need-Based Aid and Four-Year College Student Retention| A Statewide Study." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594436.

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<p>Every college age student should have the opportunity to attend college and earn a degree, but the fiscal realities for lower income students prevent the majority from attending and the vast majority from completing college, thus perpetuating an intergenerational trend of limited postsecondary education and a likelihood of marginal income and status. Past research studies have shown that, among lower income students, those who receive higher levels of grant funding to offset college expenses are more likely to persist toward completing their educations than those who do not receive the same

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Richardson, Robert F. II. "Exploring BSW educators' experiences of working with under-prepared students." Thesis, Indiana University - Purdue University Indianapolis, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3717849.

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<p> Little is known about the perspectives of social work educators who work with under-prepared students in baccalaureate social work (BSW) programs. Educators across fields believe that students are increasingly under-prepared to be successful in higher education, and social work programs face greater numbers of under-prepared students seeking BSW degrees. Although an increasing amount of research offers strategies for matriculating, retaining, and teaching under-prepared students, these strategies are often presented without the contextual experiences faced by the educators who work with

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Dyckman, Frances Maria. "Domestic violence education and risk mitigation for prelicensure nursing students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2507.

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The purpose of this project is to develop a domestic violence consciousness raising-education program and a self-administered risk assessment for a population of community college nursing students. When the faculty became aware that attrition rates were rising and that a high number of requests to drop out of nursing school were disproportionately linked to recent incidences of domestic violence, a potential contributing cause of the high drop out rate was revealed.

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Walsh, Michael Edward. "The Retention Puzzle Reconsidered| Second Year Student Attitudes and Experiences with Advising." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594993.

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<p> College student retention has been described as a puzzle because retention rates have stagnated, and in some cases declined, despite over seventy years of research into the problem. The magnitude of the problem is that 50 percent of college students will leave their institution before obtaining a degree (Braxton, Hirschy, & McClendon, 2011). In an effort to improve retention rates, colleges and universities have concentrated their attention on first year students. But this concentrated strategy may have simply transferred the retention problem into the second year where retention rates

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Van, Schalkwyk Susan C. "Acquiring academic literacy : a case of first-year extended degree programme students at Stellenbosch University." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/920.

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McFarlane, Brett Leland. "Academic Advising Structures that Support First-year Student Success and Retention." Thesis, Portland State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594951.

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<p> Academic advising has been touted as a key to student success and retention. Today's academic advising delivery models vary considerably and little is known about the efficiency and effectiveness of these models. The purpose of this study was to determine if there is a relationship between how academic advising is delivered to first-year students at a four-year public, high research activity university located on the west coast and the students' satisfaction with advising, advising learning outcomes, and retention. In the study, responses of 628 first-year students to a survey which asked

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Evans-Brown, Kathy. "The Link Between Leadership and Reduced Dropout Rates." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/514.

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Urban high schools that predominantly service at-risk students have not been faring well, with disproportionate numbers of minority children and poor White children are dropping out. The purpose of this mixed methods study was to examine the relationship between leaders' successes and the number of reduced dropout initiatives in 2 urban schools. This research was guided by empirical literature that included a review of various successful leadership practices. Case study interviews were conducted with 2 principals and 3 directors and were analyzed for common themes. Quantitative survey data wer

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Namuganga, Gladys Nabaggala. "Identification Inducement Strategies used by North Dakota State University to Recruit and Retain Multicultural Graduate Students." Thesis, North Dakota State University, 2011. https://hdl.handle.net/10365/29789.

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The desire to attract an increasing number of minorities is pushing institutions of higher learning to brand themselves and communicate with students in ways that ensure their identification with the institution. Students' identification with an institution is one way to increase their enrollment numbers at the institution. This study was interested in determining whether NDSU's Graduate School and Office of Multicultural Programs used Cheney's (1983a) organizational identification inducement strategies in their recruitment and retention material that targeted multicultural graduate students.

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Siebritz, Ubenicia. "An assessment of the recruitment, diversity strategies and initiatives used to promote and retain undergraduate students : the case study of Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71725.

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Thesis (MPA)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: For the past five years, Stellenbosch University (hereafter SU) has worked attentively to improve the diversity profiles of its staff and students, as well as the campus climate. In this regard, as at many other institutions, SU has worked in various ways to promote diversity. To this end, SU has not only invested in a variety of strategies and initiatives to address inequalities that exist in the education system, but has implemented their strategies and initiatives to assist with the diversification of the campus environment.

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Premraj, Divya. "Key Factors Influencing Retention Rates among Historically Underrepresented Groups in STEM Fields." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc1404530/.

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The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conduc

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Premraj, Divya. "Key Factors Influencing Retention Rates among Historically Underrepresented Student Groups in STEM Fields." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404530/.

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The aim of the study was to identify the factors that have an influence on the completion rates of undergraduate students in the fields of science, technology, engineering and mathematics (STEM). Using Tinto's retention rate theory as the theoretical foundation, data were collected from freshman who were enrolled in the years 2005 to 2008. Results showed gender and first-generation status were significant predictors of STEM completion and time taken to complete the degree. Institutional bias played a role in race/ethnicity not being a factor affecting completion rates, as this study was conduc

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Hawley, Stephanie Jones 1958. "Exploring Black student perceptions of institutional factors related to persistence in a central Texas community college system." 2004. http://hdl.handle.net/2152/12715.

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Johnson, Stacey Rita 1955. "What works: factors influencing community college Hispanic female academic achievement and persistence to graduation." Thesis, 2007. http://hdl.handle.net/2152/3261.

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The purpose of this study was to further investigate Dr. Ruth Hamilton Romano's (1999) research that identified factors contributing to Hispanic female student retention and graduation. This dissertation studied predominately Hispanic females from a community college located in south Texas to ascertain factors that positively contributed to retention and college graduation. Current student persistence research has focused on why Hispanic students leave college, but this work focuses on the factors that support Hispanics obtaining degrees. Previous research identified six major factors that con

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Roberts, Barbara L. "Developmental education as a component of persistence in a postsecondary proprietary institution." Thesis, 1998. http://hdl.handle.net/1957/33827.

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Persistence has been identified as an issue at all levels of higher education, and numerous strategies have been attempted to stem the flow of students who leave an institution before completing their programs of study. Persistence research abounds at the community college, four-year college and university levels, but little research on the subject is available at the postsecondary proprietary level. The purpose of this qualitative case study was to research and describe the developmental program recently undertaken at The Art Institute of Dallas (AID), and to compare the findings to the liter

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Alvarado, Cassandre Giguere. "Emic perspectives: the Freshman Interest Group program at the University of Texas at Austin." Thesis, 2004. http://hdl.handle.net/2152/1203.

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Hawley, Stephanie Jones Moore William. "Exploring Black student perceptions of institutional factors related to persistence in a central Texas community college system." 2004. http://www.lib.utexas.edu/etd/r/d/2004/hawleysj85236/hawleysj85236.pdf#page=3.

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McGilvray, David Harold. "The implications of persistence theory on new student orientations in community colleges." Thesis, 2004. http://hdl.handle.net/2152/1369.

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Maharaj, Royhith. "An investigation into the retention and dropout of mechanical engineering students at a FET college." Thesis, 2008. http://hdl.handle.net/10413/1319.

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This study investigates the retention and dropout of mechanical engineering students at a FET college using the interpretivist paradigm. Three key questions are addressed:<br>Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermarizburg, 2008.

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Rasca-Hidalgo, Leo. "The re-discovery of soul and reclamation of spirit anew : the influence of spirituality on the persistence of Mexican American Chicana (o) community college transfer students at a small liberal arts university." Thesis, 2001. http://hdl.handle.net/1957/32525.

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Abstract:

Low completion rates have created serious "leakage points" (Astin, 1988) and "severe hemorrhaging" (Lango, 1996) in higher education to a large number of Hispanics. Traditional research on college persistence, which has blamed the students' culture for low performance, is inaccurate. Little research has specifically investigated academic persistence from a cultural perspective. Spirituality is a dynamic dimension among this cultural group. It is an untapped richness that Hispanic students bring with them to higher education. The study focused on six participants' understandings of spirituality

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Reynolds-Sundet, Rosemary. "Toward a greater understanding of student persistence through learning communities." Thesis, 2007. http://hdl.handle.net/2152/3694.

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This qualitative study focused on which features of a linked courses model learning community may foster student persistence throughout a semester long course at a two-year institution. The mainstream course, comprised of 17 mainstream and eight non-mainstream students, provided for a natural experimental setting. Strong features of learning communities were explored through various indicators (i.e., student-faculty and peer interactions, shared inquiry and collaborative learning, satisfaction and dissatisfaction in the classroom environments, and how features of this particular linked courses

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