Thesis (Ph. D.)--University of Hawaii at Manoa, 1995. / Includes bibliographical references (leaves 345-357). / Microfiche. / xix, 357 leaves, bound ill., map 29 cm

Thesis (Ph.D.)--University of Wollongong, 1995. / Typescript. Bibliography: leaf 191-216.

Thesis (Ph. D.)--Illinois State University, 1993. / Title from title page screen, viewed March 1, 2006. Dissertation Committee: John McCarthy (chair), Robert Arnold, Lawrence Bates, Patricia Harrington Klass, Rodney Riegle. Includes bibliographical references (leaves 121-133) and abstract. Also available in print.

Thesis (Ph. D.)--Illinois State University, 1989. / Title from title page screen, viewed October 7, 2005. Dissertation Committee: Mary Ann Lynn, G. Alan Hickrod (co-chairs), Ronald Arnold, Ramesh Chaudhari, Patricia H. Klass. Includes bibliographical references (leaves 106-115) and abstract. Also available in print.

Thesis (Ph. D.)--University at Urbana-Champaign, 1990. / Vita. Includes bibliographical references (leaves 87-91).

Thesis (Ed. D.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains viii, 160 p. Includes abstract. Includes bibliographical references (p. 126-129).

From time to time there ha s been considerable discussion regarding the strengths and weaknesses of the attendance areas as they have developed in Calaveras County. Occasionally a change has been made and a school has been closed for lack of pupils or two or three school districts have been merged in an effort to strengthen the educational program for those districts but no study has ever been made with the purpose of placing schools in the county from the standpoint of building a sound and strong educational program for all children. This is the first study that has been made along these lines.

In line with the national trend, Mississippi faces the same challenge that fewer students are completing college degrees. In response to the national call for more degrees, many states have implemented dual enrollment programs to try to decrease the transition anxiety between high school and college, which could possibly lead to more college degrees. This study will add to the very limited body of quantitative research relating to the relationship between students participating in dual enrollment and college degree completion at rural Mississippi community colleges. With an increased focus on a higher number of college graduates, this study could provide information for rural community colleges in Mississippi in regards to retention of dual enrollment participants through obtaining a degree. The purpose of this study was to determine whether or not there was a significant difference in the number of students completing an Associate’s degree when comparing students who participated in a dual enrollment program to students who did not participate in a dual enrollment program at a rural Mississippi community college. The sample was comprised of 320 students - 160 students who participated in dual enrollment and a comparative group of 160 students who did not participate in dual enrollment - from across the district of the target community college. Participants included students who were enrolled at the target community college in the fall and spring semesters of 2010 and 2011. A Chi-square test for independence was used for all four research questions to analyze the two categorical variables. Results of the study indicate that there is a significant relationship between the participation in dual enrollment and the completion of a degree, AA and AAS, at the target community college. Findings indicate that students who participate in the dual enrollment program are much less likely to complete their degree at the target community college. There is a need to further investigate dual enrollment as it pertains to completion of a degree at a rural Mississippi community college.

Colleges and universities are under mounting pressure to meet enrollment goals in the face of declining college attendance. Insight into student-level probability of enrollment, as well as the identification of features relevant in student enrollment decisions, would assist in the allocation of marketing and recruitment resources and the development of future yield programs. A logistic regression model was fit to predict which applicants will ultimately matriculate (enroll) at Concordia College. Demographic, geodemographic and behavioral features were used to build a logistic regression model to assign probability of enrollment to each applicant. Behaviors indicating interest (campus visits, submitting a deposit) and residing in a zip code with high alumni density were found to be strong predictors of matriculation. The model was fit to minimize false negative rate, which was limited to 18.1 percent, compared to 50-60 percent reported by comparable studies. Overall, the model was 80.13 percent accurate.

This study sought to determine if international student admissions at a public university had been affected by the events on September 11, 2001. To accomplish this, an analysis was conducted comparing international and domestic students' application rates, number of acceptances and enrollments for the fall semesters from 1998 through 2004 on data obtained from University of South Florida. The USF population data were also compared to enrollments in the U.S. for the respective years. Analyses on application frequencies and student enrollments comparing colleges of major and regions of origin were also performed. Generally, although statistical significance was found in many comparisons, the results of the chi square analyses found that no real effects were present, particularly when comparing USF international and domestic student populations. The chi square analyses comparing USF enrollments to the U.S. population from 1998 to 2003 also found no real effect. The analyses of the proportions of international graduate and domestic student enrollments and applications before and after September 11, 2001, also found no relationship. However, the analyses on world regions found that proportions of students from the Mideast declined from before to after Fall 2001 but other regions increased. Additionally, for graduate students, the proportion of Chinese students declined after 2001. Descriptive statistics indicated that international students majoring in engineering declined after 2001. The literature review found there were many factors in influencing the international student population in the U.S. including competition from other countries for students, the expense of a U.S education and changes in the U.S. regulations for issuing student visas. In general, the literature supported a decline in the number of overseas students coming to the U.S. to study. While the USF enrollments seemed to be consistent with the literature, no conclusive evidence indicated this decline was a result of the events of September 11, 2001.