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ERIC Number: ED431363
Record Type: Non-Journal
Publication Date: 1999-Jun
Pages: 141
Abstractor: N/A
Reference Count: N/A
Answers in the Tool Box. Academic Intensity, Attendance Patterns, and Bachelor's Degree Attainment.
Adelman, Clifford
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)
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.
IES Cited: ED506465; ED558157; ED559739