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.

Thesis advisor: Paul Cichello / Domestic violence affects women of all socioeconomic and educational backgrounds across the world. It violates fundamental human rights and also has significant economic costs including a loss of human capital formation. This study seeks to understand the impact of a mother's experience of domestic violence on her children's early childhood development and educational outcomes in Uganda. It uses data from the 2016 Uganda Demographic and Health Survey and employs a two-stage least squares instrumental variables approach. The instrument used is whether or not the woman's mother experienced domestic violence. Results are not precisely estimated but they suggest that experiencing domestic violence increases the incidence of low socioemotional development in women’s 3-to-5-year-old children while it decreases the incidence of low cognitive development. This suggests that living in a household with violence causes children to have worse social and emotional early childhood development while it improves their cognition and/or independence. Results from the educational models suggest that exposure to domestic violence increases a child’s likelihood of being enrolled in school as well as his overall years of educational attainment. Taken together, results suggest that children in homes with domestic violence might cope by becoming more independent. / Thesis (BA) — Boston College, 2019. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Economics.

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French enrollment is not increasing at the rate of other modern languages in higher education in the United States. This study attempted to bring to light the reasons for studying the language and focused on the orientations, expectancies, and values students have for studying French at a large, public university. The mixed methods research investigated students' reasons for enrolling in an intermediate French course with a self-report survey including short answer questions. The aim of this principally quantitative study was to understand why students choose to study French by comparing the subscales within the orientations and expectancy-value scales. The foreign language orientation subscales used were: travel, knowledge, relationships, instrumentality, and the sociocultural orientation. For the expectancy-value scale, the subscales included: expectancy, intrinsic value, attainment value, and utility value. The mean values of the survey items were compared in an ANOVA framework. Relationships within the two scales were analyzed using a Pearson's correlation calculation. Finally, a linear regression was used to analyze the subscales as predictors of continuation of French study. Short answer responses supported the quantitative data through resulting themes and sub-themes. The data were merged in a validating quantitative data model of mixed methods. Results for foreign language choice pointed to travel reasons, such as the desire to spend time abroad, and intrinsic interest in the language. Students were likely to continue studying French due to sociocultural reasons, such as understanding French films and music, and due to instrumental reasons involving career and grades. The attainment or importance subscale of the expectancy-value scale was the best predictor of continuation. The short answer qualitative data were transformed to show the significant subscale orientations with corresponding sub-themes. The triangulation offered insight into FL choice and communication with people in francophone countries. The findings also suggested that students continue studying French due to particular career choices. Teaching implications and further study suggestions offer ideas for the significant subscales. The subscales that obtained low mean values in FL choice are also included in the implications section. This is due to the fact that the low scoring subscales are areas that have not been explored to encourage French study. Further study is needed to provide more details about students' experiences through interviews and to implement educational suggestions with enrollment tracking. The mixed methods design offers a base for similar FL motivation studies in the future. / Ph. D.

Dual credit, which allows students to simultaneously earn high school and college credit for the same course, is widely-implemented across the country. Dual credit is thought to promote student success in higher education. However, there is limited research on whether dual credit courses taken in high school positively influence college-level outcomes. Using Ordinary Least Squares and Logistic analysis to control for student background characteristics, this study examines the relationship between dual credit and student success in college, specifically freshman grade point average and college graduation. The study examines an existing dataset from the Texas Higher Education Coordinating Board that includes approximately 35,870 students. Results suggest that dual credit positively influences college outcomes. / text

abstract: This study provides an understanding of how administrative leaders make decisions regarding enrollment management within academic units at a major research university in the southwestern United States. Key enrollment management functions of recruiting, admissions, marketing, orientation, financial aid/scholarships, academic advising, student engagement, retention and career services were identified from the literature. Typically applied at the institutional level, this study provides an understanding of how leaders in academic units decide to implement enrollment management. A case study was conducted using qualitative data collection methods which emphasized interviews. Senior administrators, such as associate deans within academic units who have responsibility for enrollment management, served as the sample. Three main theoretical constructs were derived after analysis of the data: Theoretical Construct 1: To meet enrollment and retention goals, leaders strategically plan structures and manage resources for enrollment management functions in their academic units. Theoretical Construct 2: To increase retention, leaders intentionally strive to develop a sense of community through customized programs and services for students in their academic units. Theoretical Construct 3: To achieve enrollment objectives within a school-centric model, leaders build relationships with centralized enrollment management functions and other academic units. The discussion and analysis of the study suggests that academic units follow a similar evolutionary model to institutions as they develop enrollment management functions. Five recommendations on how leaders in academic units can more strategically utilize enrollment management principles in decision making are offered. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2012

Indiana University-Purdue University Indianapolis (IUPUI) / The fundamental principles colleges and universities use to recruit students have remained largely unchanged for decades. Traditionally, admissions professionals visit high schools and attend college fairs, while colleges and universities hold preview days and publish viewbooks all in the interest of attracting a high-quality and diverse student population. The recruiting process has been greatly improved through the application of modern technology. The analytic abilities of technologies such as geographic information systems (GISystems), which allow for the visualization and analysis of spatial data, presents previously underutilized strategies for higher education recruiting methods. In addition, the incorporation of a Hierarchical Bayesian model will effectively model influential enrollment factors, which successful students possess. Hierarchical Bayesian models use the prior distribution, and likelihood of an events occurrence to create the posterior distribution or Bayesian inference. The intelligence created by combining traditional recruiting techniques with GISystems and Hierarchical Bayesian modeling will allow admissions professionals to improve the success rate of enrollment efforts and expenditures. This paper will explore the application of Hierarchical Bayesian models and GISystems within higher education recruiting.

Nursing leaders have called for more bachelor-of-science-in-nursing-(BSN)-prepared nurses to meet workforce demands. There is limited capacity in BSN programs to meet the projected demand. Currently, associate degree in nursing (ADN) programs produce the majority of registered nurses. To increase the number of BSN graduates, nurse educators recommend innovative educational models for seamless progression from the ADN to the BSN. Concurrent enrollment ADN-BSN programs offer one potential model to produce more BSN graduates. The purpose of this study was to describe the process of developing and implementing concurrent enrollment ADN-BSN programs. The research question was as follows: What is the experience of nurse educators in developing and implementing concurrent enrollment ADN-BSN completion programs? The method of inquiry was a generic qualitative descriptive study. Seventeen participants were recruited from concurrent enrollment programs across the country. Data collection occurred through semi-structured email interviews. The data was manually coded using holistic, descriptive and in vivo coding methods and then analyzed using situational mapping for similar patterns and thematic concepts. There were five conceptual themes that described the process of developing and implementing concurrent enrollment ADN-BSN programs. The five themes emerged as championing the program, establishing partnerships, predicting student success, promoting student success, and adapting to change. The implications to nurse educators are a better understanding of an innovative educational model to produce more BSN graduates. More BSN graduates benefits the nursing profession. Further research is needed to understand the benefits and drawbacks of concurrent enrollment programs and the factors that influence adoption of this educational model.

The purpose of this study was to determine if there is a relationship between college retention and completion and the number of college credit hours students earn before graduating high school. The number of credit hours a student earned was analyzed along with selected demographic characteristics and academic performance indicators to determine if any one of the variables was more of a predictor of retention and completion of college than the others. The data for the study (12,834 records) were obtained from the Student Information System from five Tennessee Board of Regents Universities. An initial analysis of the data incorporated simple descriptive statistics in the form of frequency tables. Cross tabulation and chi-square were used to compare the gender and ethnicity population of dual/joint-enrolled students and nondual/joint-enrolled students. To determine if dual/joint-enrolled students had greater academic success than nondual/joint-enrolled students, a t-test for independent samples was used to compare high school grade point average, the standardized test score average, and first semester and last semester attended grade point average of the two groups. Chi-square was used to analyze if there was a difference in the retention rate and the time it took to obtain a four-year degree between dual/joint-enrolled students and nondual/joint-enrolled students. A one-way ANOVA was used to determine if the number of college credits earned while in high school had any influence on the time it took to finish a four-year college degree. Multiple Linear Regression was used to see if any of the variables could predict academic performance for a studentÆs first and last semester grading period. Discriminant Analysis was used to determine if any of the variables in the study were predictors of completing a four-year degree. The researcher found that students who participated in dual/joint-enrollment programs had more academic success and a higher retention and graduation rate than those students who did not participate in such programs. The study also revealed that dual credit hours had a significant influence on time to completing a degree.

An understanding of Algebra I and the role that this foundational course plays as an entry to the college preparatory pathway in secondary education and its influence on mathematical achievement is an integral component for the education of American youth in the global world of science and technology. Achievements in high school curricula are cumulative; each course completed determines which paths will be open to the student and which postsecondary education options will be available. In today's world, these options are necessary for the competitive world market. Algebra I is the prerequisite course for subsequent high school math pathways. Students exposed to higher level math and science pathways in high school score higher on college entrance exams such as the American College Test (ACT), and they are more likely to be successful in college due to greater competence in math (Conley, 2006). This research examined the effect of early Algebra I exposure in the 8th grade on students in 2 city school systems in Northeast Tennessee. More specifically, this study explored the correlation between Algebra I completion in the 8th grade and subsequent student achievement. The number of math classes attempted by high school seniors and ACT achievement scores, suggested that early exposure to algebra yields more math class participation and higher levels of mathematic achievement. This study found that students who successfully completed Algebra I in the 8th grade were able to earn more higher level high school math course credits than students who did not successfully complete Algebra I in grade 8. Successful completion of Algebra I in middle school allowed students to enroll in more varied and higher level math courses throughout their high school career.