The nation has placed a spotlight on improving graduation rates for all students. The current study analyzed retrospective, longitudinal student data from the fifth largest school district in Oregon to create an Early Warning Indicator System (EWS) to identify students on track to graduate and those who are not. This study creates an EWS system using the student demographics and the ABC’s of (a) attendance, (b) behavior, and (c) coursework to identify students who are on track and those who are not. I employed logistic regression model to build a prediction model using middle school data (N = 2,041) that examined predictors established in sixth through eighth grade with high school graduation. The dependent variable, four-year graduation was coded as graduate or non-graduate. The independent variables were (a) gender, (b) race, (c) ELL status, (d) SPED Status (e) attendance rate, (f) ODR’s, and (g) number of F’s in English Language Arts and Mathematics. Attendance rate was the strongest predictor of high school graduation. Overall the model predicted graduates with 89.7% accuracy and non-graduates with 33.6% accuracy with the total model predicting 69.5% of graduates and non-graduates.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

The purpose of this study was to evaluate the Employment Plus Program in the Chesapeake(VA)Public Schools by determining the extent to which the program was effective in achieving its goals. Six questions were addressed: (1) What proportion of the students completed in each year between 1991 and 1997 all five parts of the GED test at a passing level? (2) To what extent did the program change the behavior of the students? (3) What pre-employment skills of the students were developed as a result of participation in the program? (4) What employment skills of the students were developed as a result of participation in the program? (5) What basic living skills of the students improved as a result of participation in the program? (6) To what extent did the program provide hope for the students to graduate in the Employment Plus Program? Except for the data on the first question-- the propor- tion of students passing the GED between 1991-97, forty randomly selected students (50 percent) from the 1993-94 school year were the focus of this study. This was the first year that the program was in all five high schools in the school division. Data were obtained through teacher, student, and employer interviews and through a review of written program materials. Data were analyzed thematically and findings were shared through tables and narrative summaries. The researcher reported the Employment Plus Program findings to be (in order of importance): 71.6 percent of the students passed the GED in the years 1991-97, only two students were dismissed for discipline infractions in 1993- 94, four of the Employment Plus students that started working in 1993-94 are still working in the same job today. In the years 1991 through 1996, progress has been made in the number of students obtaining their GED. One year, 1996-97, showed a regression of students obtaining their GED. The researcher concluded as a result of the findings that the Employment Plus Program is meeting the majority of the stated goals. The 1993-94 baseline data should be used for future comparisons. Variables which affect the Employment Plus Program that could be manipulated to increase the number of students in obtaining their GED would be to improve upon the student truancy and drop-out rates. Educators should use this information to continue to help the students obtain their GED in the future. / Ed. D.

Thesis advisor: Robert Murphy / This study proposes several causes that may explain why NCAA Division I athletes graduate at a lower rate than regular students. The main tradeoff that I examine in this paper is how the academic quality of a school affects student-athletes’ chances of succeeding relative to the rest of the student body. We pinpoint the underlying causes of this graduation gap between regular students and student-athletes, leading us to suggest policies to improve the future academic success of NCAA athletes. / Thesis (BA) — Boston College, 2015. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Economics.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 170-172). Also available for download via the World Wide Web; free to University of Oregon users.

The purpose of this study was to identify questions from the Annual Freshman Survey (AFS) that may predict academic success, in the form of six-year graduation, for African American students at a predominately White institution. Previous research has reported the relevance of non-cognitive variables in predicting college grades, persistence, and graduation. This study extends that literature by focusing on variables from the AFS that may be used as non-cognitive predictors, specifically related to eight variables established in previous literature. The study used existing data from the Cooperative Institutional Research Program AFS. The Academic Assessment Office at the selected institution provided data for the sample consisting of 249 African American students, who enrolled in the fall of 1992, 1993, and 1994. Out of the variables analyzed, only one proved statistically significant. Contrary to expectation, students who indicated a high intellectual self-confidence at matriculation were less likely to graduate within six years than those who did not. No other variables were significant predictors of graduation. The results of this study suggest that the AFS items are not good predictors for African American graduation. / Master of Arts

The literature indicates a continuous cycle of difficulties for transfer students, leading to a failure to acclimate, persist, and obtain a degree. The purpose of this study was to examine the effect the Promise Student Support Program (PSSP) had on community college transfer students. More specifically, the study examined the effect of the PSSP on transfer shock, retention, and graduation rates. Two groups were compared: (a) community college transfer students entering the 4-year university as part of the PSSP between 2006 and 2011, and (b) community college transfer students entering the 4-year university between 2006 and 2011 who met the criteria for the PSSP but did not participate. A comparison was made between the 2 groups to determine if significant differences exist between students benefiting from the programming and support of the PSSP and those students without it. The study utilized the quantitative, quasi-experimental study research design. The research was conducted using descriptive statistics to analyze data related to GPA, retention, and graduation rates. Then, an independent sample t-test was administered to assess if statistical differences existed for GPA from transfer GPA to the 1st semester GPA at the 4-year institution between participants and non-participants in the PSSP. Finally, chi-square test of independence was used to determine if there were differences in retention and graduation rates. The findings, as determined by this study, concluded that participants of the PSSP experienced less transfer shock and had higher rates of retention. However, the PSSP showed no effect on graduation rates. This study is expected to provide 4-year institutions clear evidence of the importance of bridging the gap for transfer students, in general, with transitional programs of support.

由新聞媒體相繼地報導，近年來台灣大學生的延畢現象，漸為社會大眾所知曉。但查閱相關文獻未見嚴謹的實證或理論研究，能夠對延畢現象提出確切的數據，以及對形成原因提供理論分析。本研究期能以敘述統計分析方法提供近年台灣大學生延畢的確切數據，並透過閱讀文獻彙整與嚴謹的應用經濟學理論研究，分析其背後形成原因的經濟邏輯推理，以探討與解釋為何近年來台灣會出現蔚為風尚的可能原因。 敘述統計分析以2000 年至2008年間台灣大專校院日間部男、女學生為限，本文發現近十年來台灣大專校院日間部全體學生延畢率在15-17%之間，男學生延畢率為17-23%且約為女學生的兩倍。全體學生延畢率以一般體系的公立學校最高約近20%，而公立學校女學生的延畢率則是遠高出私立學校3-5%的水準；其中，男學生延畢率以一般體系的私立學校最高，平均每四個應屆畢業生就有一個延畢。而設立經濟模型說明大學生延畢的原因，包括役期縮短、失業率提高、考研究所、雙主修或輔修的好處提高、在校資源增加、家長支持度提升、以及延畢風氣的影響等七個因素對延畢現象推波助瀾的效果。 / Taiwan's colleges and universities over the past decade the Ministry of all students during the day to postpone their graduation rates in the 15-17%, and male students to postpone their graduation rate is more than twice as high as female students. All students are delaying graduation rates to the general system of public school up to about nearly 20%, while the public school female students to postpone their graduation rate is far higher than 3-5% of the level of private schools. Among them, male students to postpone their graduation rates to the general system of private schools, the highest, with an average of every four graduates will have be deferred. The extension of such a high completion rate is also very surprising to be discussed. Head of this paper is to explore and explain why in recent years, and then explain the reasons for delaying graduation, including the length of civilian service to shorten, the unemployment rate increased, a large graduate school, double major or minor in, the benefits of the improvements in increase in resources the school, parents and support for upgrading and extension of completion of the impact of climate factors on the extension of seven complete phenomena results.

Thesis (Ed.M.)--Boston University