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Dissertations / Theses on the topic 'Student retention'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Smith, Alexander Paul. "Student Retention and Retention Information Systems in Higher Education." Thesis, The University of Arizona, 2013. http://hdl.handle.net/10150/297763.

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Student persistence and retention within the higher education system has been a concern on a broad scale and on a university scale for a long time. Information systems have only just begun to gain traction as another solution for student retention, but they are being proven to be extremely effective. Traditional retention methods such as academic assistance, skills training, student clubs, and other on-campus resources can only go so far. Student retention information systems offer a new dimension within university student retention: these information systems gather, analyze, and report persis

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2

Goltra, Robert Joseph III. "Student Retention Matters| A Study of Community College Student Retention Characteristics, Models, and Programs." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806283.

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<p> The purpose of this study was to determine if retention of first-year college students was influenced by specific variables and programs at one Midwest community college. The study was focused on responses from the Community College Survey of Student Engagement (CCSSE) (Center for Community College Student Engagement, 2013) and peer mentoring program data. Data and retention were measured using Wald chi-square tests and t-tests, respectively. The CCSSE benchmarks were Academic Challenge, Active and Collaborative Learning, Student Effort, Student-Faculty Interactions, and Support for Learne

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3

Chin, Chi-yan, and 錢誌恩. "Grade retention: the student' perception." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B3195778X.

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4

McKenna, Michelle Bena. "Improving Student Art Vocabulary Retention." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/1543.

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The purpose of this investigation was to research vocabulary strategies that could help improve student art vocabulary retention. The subjects were five intact 3rd grade classes at a culturally diverse elementary school outside of Washington, DC. The vocabulary strategies, concept wheel and semantic mapping, were modified and incorporated into a string printmaking unit for two of the five classes. The remaining three classes were taught the same printmaking unit, with the exclusion of the modified vocabulary activities. The results of a labeling assessment given to each class on three separate

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Chin, Chi-yan. "Grade retention : the student' perception /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1470948X.

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6

Rice, Carrie A. "Student Retention: Finding the Missing Perspective." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/571.

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This baseline study was designed to better understand non-withdrawing student leavers. An exploratory research design was utilized which consisted of pilot interviews and a survey. The pilot interviews in this study consisted of five on-campus Fall 2005 undergraduate student leavers. Leaver insight from the pilot interviews served as the foundation for the student leaver satisfaction survey. The student leaver satisfaction survey was administered to Fall 2005 non-withdrawing student leavers. Additionally, National Student Clearinghouse Student Tracker enrollment information was reviewed to det

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7

Jacobs-Biden, Jill. "Student retention at the community college meeting students' needs /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 136 p, 2007. http://proquest.umi.com/pqdlink?did=1251897961&Fmt=7&clientId=79356&RQT=309&VName=PQD.

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Biden, Jill. "Student retention at the community college : meeting students' needs /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 136 p, 2007. http://proquest.umi.com/pqdlink?did=1251897961&Fmt=7&clientId=79356&RQT=309&VName=PQD.

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9

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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10

Inman, Barbara LeSeur. "Addressing student retention at Hampton University." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 133 p, 2008. http://proquest.umi.com/pqdweb?did=1456298061&sid=5&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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11

Banks, Johnetta P. "Student Retention at Online Learning Institutions." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7593.

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At a local community college in Texas, student retention remained a concern as enrollment was increasing while online student retention was decreasing. The purpose of this study was to examine student retention in online courses at the college. The conceptual framework that guided the project study was Tinto’s integration model, which provided insight as to why students choose to leave or continue their educational journey. The overarching question that guided the study queried the factors influencing students’ decisions to take online courses at the higher education level. A qualitative case

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12

Sabo, Melody. "Retaining Interests: The Relationship between Student Interests and Student Retention." Malone University Undergraduate Honors Program / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ma1463139891.

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13

ROMAN, Marcia. "STUDENT RETENTION IN FLORIDA COMMUNITY COLLEGES:CCSSE'S RETENTION INDEX AND FLORIDA ACCOUNTABILITY MEASURES." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3539.

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Student retention has become a serious topic in the past several decades (Wild and Ebbers, 2002). Problematic, however, is how retention is defined and measured, as well as a lack of multi-institutional studies that support a theoretical model for improving student retention, particularly in community colleges (Bailey & Alfonso, 2005). The Community College Survey of Student Engagement (CCSSE) was launched in 2001. Based on extensive research that pertains to student learning and persistence, CCSSE defined five benchmarks of educational practice. Three of the benchmarks comprise the Retention

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14

Soden, Stacy Renaee. "Perceptions of Academic Advising and Student Retention." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10637689.

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<p>The purpose of this research study was to examine student and academic advisors? perceptions of advisement techniques to determine the connection between academic advising strategies and student retention. If student retention rates are not addressed, higher education institutions are at risk of losing students, which is costly to the institution and the student (Himes, 2014). Most college students are in a state of change and need academic advice to achieve success during a college transition (Tinto, 2012). Academic advisors can assist students in finding the right career for students?

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15

Davis, Dale Howard. "CAMPUS STORYTELLING NETWORKS AND STUDENT RETENTION INTENT." UKnowledge, 2015. http://uknowledge.uky.edu/cld_etds/17.

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In an effort to better understand retention, a survey was developed to ask students at a southern land-grant university how they communicate with each other. Communication Infrastructure Theory (CIT) was previously used to identify communication networks in urban neighborhoods. My thesis adapted this theory and networks to identify the strength of three communication techniques of college students and how it effects a student’s sense of belonging which can impact that student’s intent to stay in school.

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Achinewhu-Nworgu, Elizabeth W. "Promoting student retention in two FE colleges." Thesis, University of Greenwich, 2007. http://gala.gre.ac.uk/6093/.

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The central question of this thesis is: How effective are strategies aimed at promoting student retention in Further Education (FE) colleagues? Non-completion is typically the result of combinations of risk factors, including demographic characteristics, financial constraints, students’ motivation, type of course, and students’ experiences of education. Therefore the ‘risk factors’ for students not completing courses vary in the degree to which they are within the control of colleges. While some researchers have made recommendations for improving student retention, a notable gap in the literat

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17

Spitzig, Janet. "The Relationship Between Student Engagement and Student Retention of Adult Learners at Community Colleges." Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank1620213209704112.

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18

McPherson, Gary Rynell. "Factors Affecting Student Retention At a Midsized Private University." Ashland University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1465987353.

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19

Trotter, Eileen. "The early student experience and its relationaship with retention : the student voice." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444864.

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20

Roos, R. David. "Relationship Between First-Year Student Retention, Noncognitive Risk Factors, and Student Advising." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1167.

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It is well established that such student precollege cognitive measures as high school GPA and test scores (ACT, SAT) have a certain predictive value in student retention. While research is replete with evidence of the value of student advising in a college’s retention strategy, there is a gap in the literature on the impact of using noncognitive survey information by advisors to better target student deficiencies. The primary goal of this study was to explore the relationship between retention and exposure to noncognitive risk factor information for students and advisors. One thousand fifty-fo

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21

Stepko, Deidra. "Teacher and Parent/guardian Perspectives on Student Retention." Thesis, Point Park University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10838658.

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<p> Student retention, the practice of having a student repeat a grade level of schooling due to low academic performance or delayed behavioral and social development, is a common yet controversial educational practice in the United States. Extensive literature exists on the effects of retention on students’ academic outcomes, socialization, and self-esteem, but with mixed results. The perceptions of teachers and principals on the practice of retention have also been studied. Even though many school districts have policies stating that decisions on retaining students at the elementary

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22

Reynolds-Adkins, Martha E. "Relationship Between Student Retention and Client Presenting Concern." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210796057.

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23

Martin, M. Troy. "Student Retention and Persistence in Certificate-First Programs." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9232.

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This research explores the effect that earning professional certificates has on student confidence, motivation, and persistence. For this study, the focus is the student motivation and persistence of nontraditional students who seek to earn a bachelor's degree despite considerable obstacles and challenges. Specifically, this study evaluates the matriculation rates between two cohorts of students who participated in the online PathwayConnect program. The first cohort was encouraged to complete the program and apply for an online bachelor's degree program at BYU-Idaho. The second cohort was also

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24

Tracy, Christine. "Improving Undergraduate Student Retention at a Midwestern University." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4181.

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Student retention in higher education has become a national problem. At a small midwestern university, the retention rate has been declining, and the freshman to sophomore retention rate was 64% in 2013. The purpose of this intrinsic case study was to investigate ways to improve student retention. Tinto's theory of integration was used to explore the students' and administrators' perceptions of the factors that contribute to poor student retention to graduation. This study analyzed 519 student exit-forms from 2012-2015, 6 semistructured interviews from a purposeful sample of 10 administrators,

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Grimalli, Julia. "Student Persistence and Retention| The Perception of Educational Attainment from Underrepresented Sophomore Students." Thesis, Southern Connecticut State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792457.

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<p> Post-secondary student retention and persistence is on the minds of professionals at various higher learning institutions due to the disparities in educational attainment. These disparities may lead to inhibited social mobility, and lack of cultural and social capital. This study examined what factors Southern Connecticut State University sophomore students perceived as aiding or impeding their degree path. It questioned how underrepresented students shaped their perception on their educational attainment and how this compares to the existing research and literature on the success practice

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26

Muckert, Tammy Deanne, and T. Muckert@mailbox gu edu au. "Investigating the Student Attrition Process and the Contribution of Peer-Mentoring Interventions in an Australian First Year University Program." Griffith University. School of Applied Psychology, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030226.171200.

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This program of research had two related aims: (1) to explore the problem of student attrition in the context of an Australian higher education institution, and (2) to investigate the efficacy of peer-mentoring as a retention strategy. Participants in this program of research were students commencing first-year studies in the School of Applied Psychology across two cohort years: 1996 and 1997. In 1996, a classic pre-test/post-test experimental design was adopted, with students (N = 118) randomly assigned to either a peer-mentoring treatment group or a control group. In 1997, while a classi

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Muckert, Tammy. "Investigating the Student Attrition Process and the Contribution of Peer-Mentoring Interventions in an Australian First Year University Program." Thesis, Griffith University, 2002. http://hdl.handle.net/10072/367846.

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This program of research had two related aims: (1) to explore the problem of student attrition in the context of an Australian higher education institution, and (2) to investigate the efficacy of peer-mentoring as a retention strategy. Participants in this program of research were students commencing first-year studies in the School of Applied Psychology across two cohort years: 1996 and 1997. In 1996, a classic pre-test/post-test experimental design was adopted, with students (N = 118) randomly assigned to either a peer-mentoring treatment group or a control group. In 1997, while a classi

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28

Brathwaite, Mark Anthony. "The effect of student anxiety, student engagement, and student performance on retention at a proprietary institution." Thesis, Argosy University/Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3738587.

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<p> The purpose of this quantitative study was to determine the relationship of student anxiety, student engagement, and student performance to the retention of students at a proprietary institution. Student anxiety, engagement, performance, and retention have been discussed in previous education literature; however, no such relationship has been investigated when linked to the proprietary institution. The study used the Noel-Levitz College Student Inventory <sup> TM</sup> online survey containing 74 closed-ended questions to measure a planned sample off 100 enrolled students' academic motivat

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Batchelder, James P. "University Budget Models, Institutional Size, and Student Outcomes." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3832.

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The purpose of the non-experimental quantitative research study was to identify if there is a significant difference between the types of budget model an institution utilizes, institutional size, and student enrollment, retention, and graduation rates. This study was to identify if there is significant difference between institutional size and the type budget model utilized. Member institutions of the American Association of State Colleges and Universities (AASCU) were selected to participate in this study due to their similarities of mission and admissions policy. AASCU institutions share a c

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Orefice, Brian Mark. "Student perceptions of the impact of their merit-based financial aid on their college experiences." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187024773.

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31

Turner, James Wesley. "Native student traditional tribal values and secondary school retention." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0005/MQ33460.pdf.

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32

Li, Shoujing. "Modeling Student Retention in an Environment with Delayed Testing." Digital WPI, 2013. https://digitalcommons.wpi.edu/etd-theses/266.

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Over the last two decades, the field of educational data mining (EDM) has been focusing on predicting the correctness of the next student response to the question (e.g., [2, 6] and the 2010 KDD Cup), in other words, predicting student short-term performance. Student modeling has been widely used for making such inferences. Although performing well on the immediate next problem is an indicator of mastery, it is by far not the only criteria. For example, the Pittsburgh Science of Learning Center's theoretic framework focuses on robust learning (e.g., [7, 10]), which includes the ability to tran

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Heizenrader, Katherine Parks. "College Student Retention and Composition: A Study across Contexts." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1374175650.

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34

Harris, Shanette Marie. "An evaluation of a university minority student retention program." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54533.

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The present study evaluated the effectiveness of a program instituted at Virginia Polytechnic Institute and State University (VPI&SU) in 1984 to help Black students adjust academically to the university. This project focused on five categories of criteria according to which strengths and weaknesses of this program were evaluated. These included: (1) Effort, (2) Performance, (3) Adequacy of Performance, (4) Efficiency, and (5) Process. The five evaluative questions were assessed by conducting three within university comparisons and one between university comparison. The measures included retent

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35

Mankins, Jennifer Kate. "Stakeholders' Perceptions on Mandated Student Retention in Early Childhood." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4230.

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Reading is one of the primary goals of the early elementary grades. When students start to struggle with this complex skill, educators and parents search for solutions to rectify quickly mounting gaps before a child falls too far behind. In the State of Oklahoma, lawmakers have passed a law requiring mandatory 3rd grade retention for students who do not pass the state reading test. The purpose of this qualitative case study was to examine the perceptions of stakeholders who had experienced implementation of mandated student retention in early childhood. The study is informed by Bourdieu's cult

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Carver, Leland Joseph. "A Clockwork Orange: Student Advising and Technology." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou159621692037443.

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37

Purdie, John R. "Examining the academic performance and retention of first-year students in living-learning communities, freshmen interest groups and first year experience courses." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4710.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 8, 2007) Vita. Includes bibliographical references.

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Evans, Vickie Denise. "The affective consequences of grade retention." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0329101-163413/restricted/evans0420.pdf.

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39

Katz, Maria. "AN INVESTIGATION INTO THE USE OF RETENTION AS AN INTERVENTION STRATEGY FOR STRUGGLING STUDENTS AS MEASURED BY STUDENT SUCCESS ON." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2533.

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Retention of students having academic difficulties continues to be a very popular intervention, even though many studies suggest that retention of students does not improve their academic success or their social and emotional attitude towards school. This study was based on an analysis of 10,875 Seminole County students that had been retained at least one time in their educational career. The study used 2006-2007 FCAT Reading and Math scores to determine the success of their retentions. Students were grouped by the categories of gender, age, race, grade retained, ESE status, ELL status and SES

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Rector, Vonetta Y. "A Comparative Examination of Student Satisfaction by Ethnicity at Historically Black and Predominately White Land-Grant Institutions." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/34592.

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State systems have begun to implement performance-based policies in higher education that obligate state institutions to demonstrate they are providing quality educational experiences for students in an effective and efficient manner (Hatcher, Kryter, Prus, & Fitzgerald, 1992; Redd, 1998). Quality and overall effectiveness are measured by student outcomes, such as student retention, attrition, and graduation rates (Hatcher, et al., 1992; Redd, 1998). College student satisfaction has emerged as a factor that affects student retention, attrition and graduation rates (Aitken, 1982; Allen, 1987;

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Hahn, Richard Ari. "Student Persistence of Urban Minority Two-Year College Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6037.

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College student persistence has been the focus of much research for over 40 years, but there has been little progress in increasing the rate of student persistence. Many scholars have focused on specific student populations in particular institutional types. While the fastest growing institutional type has been the 2-year for-profit college serving primarily underserved communities, the experience of persistence among students of this population has not been studied. Accordingly, this study was conducted to explore, through a social cognitive lens, the persistence experiences of students from

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42

Wengert, Julie A. "Perceptions of Commuter Students and Faculty| A Mixed Methods Study on Commuter Student Retention." Thesis, Lindenwood University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13427615.

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<p> College student success outcomes have become increasingly significant to many stakeholders as student attrition has proven costly for students, institutions of higher education, and the economy (Foss, Foss, Paynton, & Hahn, 2014; Jobe & Lenio, 2014). Historically, a positive relationship between college students who live on-campus and retention has been found (Astin, 1993; Bronkema & Bowman, 2017; Chickering, 1974; Pike & Kuh, 2005; Schudde, 2011; Soria & Taylor Jr., 2016; Walsh & Robinson Kurpius, 2016). However, commuter students now make up most of the current co

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Willis, Deatrice Allen. "Effects of a Student Success Course on Retention of First-Year Community College Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7774.

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Low retention rates among 1st year students plague many community colleges in the United States, including the study site used for this research. Preparing 1st year community college students both academically and socially are key aspects of combating this issue and enhancing student success and persistence. The purpose of this quantitative study was to determine the influence of the First-Year Experience (FYE) course in improving student retention and promoting student success. Rodger’s student development theory and Tinto’s theory on retention guided this study. A causal-comparative design w

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Smith, Beth Jan. "The influence of a new student introduction program on freshman student retention at a rural, two-year community college." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Dissertations/Spring2010/b_smith_042010.pdf.

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Thesis (Ph. D.)--Washington State University, May 2010.<br>Title from PDF title page (viewed on June 23, 2010). "Department of Education Leadership and Counseling Psychology." Includes bibliographical references (p. 58-66).

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Atkinson, Leigh A. "Factors Impacting Student Retention on the Regional Campuses and Centers of Ohio University." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1210703933.

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Gabrielson, Aimee R. "Factors associated with student retention within MAEOPP educational talent search." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006gabrielsona.pdf.

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47

Smith, Linda D. "Student retention in associate degree nursing programs in North Carolina." Thesis, East Carolina University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564539.

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<p> The purpose of this study was to examine the relationship between socio-demographic characteristics, dispositional factors (academic characteristics, motivation, emotional outlook, physical well-being, and past performances), situational factors (social support, financial status, time commitments, job responsibilities, and family needs), and institutional factors (social integration, faculty support, academic enrichment programs, and program characteristics) and students' successful retention at the end of the first semester in associate degree nursing programs in North Carolina. Additiona

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Murphy, Kellie Ann. "Parent involvement and student retention| The role of orientation programs." Thesis, Washington State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3628860.

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<p> The increasing numbers of incoming student orientation programs, combined with greater parental involvement aimed at facilitating their children's arrival on campus and smooth transition to college life, has resulted in a surge of parent orientation programs, over the past two decades (Lynch, 2006; Merriman, 2007). New student orientation programs are designed to prepare them for the academic and social changes which occur upon entering college. Although orientation is often used as a retention tool, the possible ramifications parental attendance on students during this critical transiti

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Williams, Naomi Marie. "Evaluation of student retention and graduation in the CalStateTEACH program." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2518.

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When the CalStateTEACH program first began in September 1999, the program graduated fifty-one percent of candidates within eighteen months. Data suggests that by the September 2001 cohort, the program graduated candidates in eighteen months at a rate of only thirty-two percent. The program graduated more candidates within eighteen months when the program first began, and currently, the longer candidates stay enrolled in the program (past eighteen months) the less likely they are to complete their credential with CalStateTEACH. The purpose of this research study was to identify factors that lea

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Pittman, Kathleen. "Comparison of Data Mining Techniques used to Predict Student Retention." NSUWorks, 2008. http://nsuworks.nova.edu/gscis_etd/772.

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Retaining undergraduate students at four-year public institutions has been a long-standing problem for many years. Although the retention issue has been the focus of literally thousands of studies over the past 75 years, it is widely acknowledged that this problem remains complex. Many retention studies have focused on a single variable or a single set of variables, and even a well -established factor such as low grade point average (GPA) explains only a small percentage of the variance in retention. Researchers in this area have noted the need for more sophisticated models that can take into

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