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This study was designed to develop a procedure for the identification of freshman students at risk in the academic and social integration process at Texas Christian University. The data for the study were collected from the Student Information Form (SIF) and student records system at Texas Christian University. The data included demographic, attitudinal, educational background and one-year persistence indicators (retain and drop) as well as one-year cumulative grade point averages for the fall 1990 entering freshman class.

The problem with which this study is concerned was that of examining the relationship between academic achievement of college freshmen students and selected demographic variables. The purpose was to compare the grade point average of selected freshmen at North Texas State University and determine if geographic location, high school size, gender, racial heritage and college admission test scores affect academic achievement during the first year of college.

This quantitative study utilized secondary self-reported data from the 2008 administration of the Cooperative Institutional Research Program (CIRP) Freshman Survey from two Texas public universities to investigate the pre-college demographic, academic, attitude, behavioral, and familial factors that may relate to students' self-reported political identities. The study design was correlational regarding the relationship of the demographic, academic, attitude, behavioral, and familial independent variables to the dependent variable of the students' political identities. ANOVA main effects for the independent variables were calculated, and statistical significance required the p < .05 level. The statistically significant demographic factors were native English-speaking status; enrollment status; citizenship status; religious preference; and race. The statistically significant academic factor was intended major. The statistically significant attitude factors were opinions regarding social issues such as criminal rights; abortion rights; the death penalty; the legalization of marijuana; homosexual relationships and same-sex marriage; racial discrimination; income taxes; affirmative action; military spending and voluntary military service; gun control; the environment; national health care; immigration; personal success; political dissent; and free speech. Other statistically significant attitude factors related to personal goals of making artistic and scientific contributions; being politically influential and politically knowledgeable; raising a family; participating in environmental programs and community action programs; developing a life purpose; promoting racial understanding; and promoting cultural understanding. The statistically significant behavioral factors were the frequency with which students participated in activities such as attending religious services; smoking; feeling overwhelmed or depressed; playing a musical instrument; discussing politics; and being involved in political campaigns. Other statistically significant behavioral factors were the frequency with which students participated in critical thinking activities such as using logical arguments to support their opinions; seeking alternative solutions to problems; researching scientific articles; exploring topics of personal interest; and accepting mistakes. The statistically significant familial factors were the religious preferences of the students' fathers and mothers. The results can give insight into the political characteristics of the students with whom student affairs professionals work. They can be used to inform the planning and implementation of educational programs that aid in students' political identity development.

The purpose of this study was to determine the effects of a peer-taught freshman seminar course on the grade point averages and retention rates of freshman students. Freshman students who entered the University of Texas at Arlington in the fall 1989 and fall 1990 semesters and enrolled in the voluntary 1 credit hour course "College Adjustment" were matched with freshman students who did not enroll in the course. Matched pairs were formed based on orientation attendance, college major, gender, and Scholastic Aptitude Test (SAT) scores. For both years, the Freshman Seminar Group was similar to the group of All Other Freshman Students regarding the following characteristics: college major, age, gender, ethnicity, SAT scores, and number of first semester hours completed. Analysis of variance was used to determine if statistically significant (p < .05) differences existed between the first semester and first year grade point averages for the Freshman Seminar Group and Freshman Seminar Matches. Chi-square analysis was employed to determine if statistically significant (p < .05) differences existed between the second semester and sophomore year retention rates for the Freshman Seminar Group and Freshman Seminar Matches. The freshman seminar course was more beneficial to African American students, as evidenced by statistically significant first year grade point averages and sophomore year retention rates. Males who enrolled in the freshman seminar course appeared to benefit more than males who did not enroll in the course, as shown by statistically significant sophomore year retention rates. Students with low SAT scores appeared to benefit from the freshman seminar course, as evidenced by statistically significant second semester and sophomore year retention rates.

This study was designed to examine freshman students at North Texas State University and to determine some of the factors contributing to attrition and retention. The instrument used in the study was the Student Information Questionnaire (SIQ). The instrument was created to aid the objective assessment knowledge relating to student retention and attrition. The categories of knowledge selected included demographics, individual attributes, family background, and educational experience.

Hierarchical regression was used to determine if high school community type is an effective predictor of academic success when controlling for demographics, prior academic achievement, socioeconomic status, and current commitment or work habits for students entering Austin College in 1992,1993, and 1994 . Findings revealed that there is a relationship between attending high school in community types of rural and independent town controlling for the effects of SAT scores, high school rank, sex, and late application deposit on first semester grade point average.

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This study was a quantitative multiple regression investigation into the relationships between campus factors of high school students graduating in 2013 who immediately enrolled in first-year college freshman level remedial coursework at a large, Central Texas two-year postsecondary institution. The goal of this study was to determine which high school campus-level factors predicted enrollment into college remedial education coursework. The dependent variable was a continuous variable representing the percentage of students from Texas public high school campuses enrolled into at least one student credit hour of remedial education during their first semester as a first-year college student. Eight high school campus-level independent variables were included in the regression model at the campus-level: at risk percentage, economically disadvantaged percentage, limited English proficient percentage, advanced course/dual-enrollment percentage, college ready math percentage, college ready English percentage, ACT average, and SAT average. Pearson correlations and linear regression results were examined and interpreted to determine the level of relationship between the eight selected variables and first-year college student remedial coursework. The multiple regression model successfully explained 26.3% (F(8,286) = 12.74. p < 0.05, r2 = 0.263) of the variance between first-year college students enrolled into remedial coursework at a large, Central Texas two-year postsecondary institution and the campus-level variables from high schools from which they graduated and indicated campus-level economic disadvantaged percentage and campus-level SAT average to be statistically significant at the p < 0.05 level.