ERIC Number: ED431363
Record Type: Non-Journal
Publication Date: 1999-Jun
Reference Count: N/A
Answers in the Tool Box. Academic Intensity, Attendance Patterns, and Bachelor's Degree Attainment.
This study of degree completion followed a national cohort of students from 10th grade (in 1980) through 1993 (High School and Beyond/Sophomore data base). Data included high school and college transcripts, test scores, and surveys. Using linear regression techniques, the study identified a model that accounts for about 43 percent of the variance in degree completion. The two most important variables identified were, first, academic resources a composite measure of the academic content and performance the student brings from secondary school, and, second, continuous enrollment. Major conclusions include the following: (1) since many students attend multiple institutions, institutional graduation rates are not very meaningful; (2) college admissions formulas that emphasize test scores and high school grade point average (rather than academic intensity and curriculum quality) are likely to produce lower degree completion rates; and (3) type and amount of remediation matters in relation to degree completion. Part 1 of the report constructs an index of student academic resources; Part 2 analyzes and/or reconstructs the major variables; Part 3 examines new attendance patterns and their significance; and Part 4 builds statistical models to explain findings. Five appendices include technical notes, additional tables, and examples. (Contains 125 references.) (DB)
Descriptors: Academic Achievement, Academic Persistence, Bachelors Degrees, College Admission, College Outcomes Assessment, High Schools, Higher Education, Longitudinal Studies, Predictor Variables, Remedial Instruction, Secondary School Curriculum, Statistical Surveys, Student Surveys, Tables (Data), Time to Degree
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 877-433-7827 (Toll Free).
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Authoring Institution: National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.
IES Cited: ED506465; ED558157; ED559739