|Title||Indicators of college success of freshman and transfer undergraduate students|
My dissertation analyzed the determinants of college success of freshman and transfer undergraduate students. I looked at correlation of Scholastic Aptitude Test scores and Advanced Placement credits with semester grade point average, probability of graduation, transfer and attrition. I also analyzed time to degree, transfer and attrition. I also took a more focused approach and investigated correlation of Advanced Placement grades with college course grades in five subject areas. Until now I had only looked at the performance of freshman students. I turned my attention to transfer students in my third chapter. I investigated time to degree of vertical, horizontal and reverse transfer students. I used two longitudinal datasets for my data analysis. One is based on enrollment files covering a period of 20 semesters of a 4-year research intensive public university and the other is a longitudinal survey dataset spanning 10 years. For modeling purposes I used Ordinary Least Squares, Tobit Regression, Multinomial Logit, Fixed Effects Logistic Regression and Cox Proportional Hazard model. The choices of models are made keeping in mind the nature of dependent variable and the research question being addressed. In my first chapter I conclude that for freshman students who report Advanced Placement grades, AP credits are a better predictor of their college success. For freshman students who do not report AP grades, SAT prove to be a good predictor of their college performance. I found similar results when I looked at course grades in Biology, Chemistry, English, Mathematics and Physics in my second chapter. An Advanced Placement grade in the respective subject is a more significant predictor of securing grade A in that particular subject’s college course. My analysis of transfer students showed that students who attend more than institution take longer time to graduate relative to students who start and end their baccalaureate in the same institution. I also found the result that presence of articulation agreements across institutions can help reduce time to degree for transfer students.
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