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Identification Of Noncognitive Factors As Predictors Of Freshman Academic Performance And Retention In A Community College Setting, Mark Fallon Freeze

Theses and Dissertations in Urban Services - Urban Education

This study identified noncognitive factors (via the use of discriminant analysis) that impact freshmen academic performance and retention in a community college setting. The study used a modified version of the Freshman Survey, that had been validated for use at an urban four-year institution, to determine the predictive validity of the instrument for use with first semester freshmen in a two-year college setting. Existing research suggests that cognitive factors can, at most, explain 10 to 20 percent of the variance in student retention and academic performance. The remainder (approximately 80 percent) of the variance in student academic performance and …

The Freshman Connection: Implementing And Assessing A Plan To Increase Student Success, Pamela Downing-Hosten

Abraham S. Fischler College of Education ETD Archive

The purpose of this practicum was to develop, implement, and assess a plan for reducing the number of freshmen at the high school who failed the grade, with failure being defined as the inability to earn 4 credits within 1 year. From the 1993-1994 school year until the 1997-1998 school year, an average of 17.7% of the 9th-grade class had to repeat the grade. Through the year-long implementation of the plan called the Freshman Connection program, the researcher hoped that the failure rate of 21.9% in 1998 would be reduced to 10.0% in 1999.

The Freshman Connection program entailed (a) …