ERIC Number: ED438750
Record Type: RIE
Publication Date: 1999-Nov
Institutional Retention Strategies at Historically Black Colleges and Universities and Their Effects on Cohort Default Rates: 1987-1995. Monograph Series.
Galloway, Fred J.; Swail, Watson Scott
This study analyzed institutional factors that significantly affect cohort default rates at historically black colleges and universities (HBCUs) and assessed the potential for reducing these rates. It has been hypothesized that the HBCUs most successful in lowering student cohort default rates are those that have also succeeded in increasing student retention rates. Swail's (1995) conceptual framework for student retention, which focuses on barriers and issues facing minority students, was used to identify and assess factors that might contribute to reducing cohort default rates. A mixed time-series/cross-sectional model examined the effectiveness of institutional strategies designed to reduce cohort default rates; data was analyzed for financial aid, recruitment and admissions, curriculum and instruction, academic services, and student services at 80 HBCUs for the period 1987-95. Analysis revealed that increases in some non-academic components (grants and student services) of an institution's budget are statistically associated with increases in cohort default rates. However, increases in instructional services are associated with lower cohort default rates, with such increases having their biggest effect at relatively low levels of spending. The study concludes that, although the data explain about 40 percent of the variation in cohort default rates, student-based characteristics and other factors account for the majority of the variation. (Contains 12 references.) (CH)
Descriptors: Academic Persistence, Black Colleges, Black Education, Black Students, Blacks, Dropout Research, Higher Education, Loan Default, Loan Repayment, Minority Groups, School Holding Power, Student Attrition, Student Financial Aid, Student Loan Programs, Student Personnel Services, Student Recruitment, Withdrawal (Education)
Sallie Mae Education Institute, 901 E Street, N.W., Washington DC 20004.
Publication Type: Reports - Research
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Authoring Institution: Sallie Mae Education Inst., Washington, DC.
Grant or Contract Numbers: N/A