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The door to college is open for increasing numbers of students for whom adapting to college may be a great challenge (Kamphoff, Hutson, Amundsen, & Atwood, 2007). Hansen (1998) noted that the overall academic preparation level has declined for students entering college and that academic disengagement in college has increased among many students. The educational background of the parents has been shown to have a significant impact on a student's decision to attend college (Choy, 200). Many firs-generation students come from ethnic and educational backgrounds that historically have struggled with the educational system (Somers, Woodhouse, & Cofer, 2004). The purpose of the study was to determine if there is a relationship between students' parental educational background and selected academic and non-academic variables of entering college freshmen. The participants in this study were enrolled at Southern Illinois University Carbondale, a comprehensive public Midwestern research university, during academic years 2006-2008. Academic and non-academic factors were assessed to determine if differences existed between first-generation and non-first-generation students. Data were analyzed using the Statistical Package for the Social Sciences versions 16.0 (SPSS 16.0) and Microsoft Excel 2007. Descriptive statistics were calculated to provide a general profile of the students. Descriptive data analyzed included demographic information, non-academic data (assessed using the Bryson Instrument for Noncognitive Assessment), and academic data (high school GPA and rank, ACT composite and subscores).

Attrition rates among students in music teacher training programs have contributed to a shortage of qualified music teachers for the nation's schools. The purpose of this study was to investigate the predictive relationship of academic variables in three different learning environments and the intent of a select population of music education majors to leave the degree program. The study drew upon the work of Tinto, Bean and Astin to form a theoretical foundation for examining variables unique to student withdrawal from the music education degree plan. Variables were examined within the context of three different learning environments: (1) applied lessons, (2) ensembles and (3) non-performance courses. Participants were 95 freshmen and sophomore music education majors at a public university who were enrolled in the music education degree program during the spring semester, 2002. Data included participant responses on the Music Student Inventory (MSI), a questionnaire developed specifically for the study, and grade data from university records. Independent variables in the study included participants' perceptions of (1) Ensemble experiences, (2) Applied lesson experiences, (3) Non-performance music course experiences, (3) Course requirements, and (4) Performance growth. Additional variables included: (1) Ensemble placement, (2) Course grades for music theory, applied lessons and aural skills, and (3) cumulative grade point averages. Gender interactions were also examined. The dependent variable in the study was intent to withdraw from the music education program. Data were analyzed using a binary logistic regression procedure. Results of the analysis indicated that none of the variables tested were statistically significant predictors of subjects' intentions to withdraw from the music education degree program. Gender interactions were not evident among the variables. Although statistically insignificant, the strongest predictor of the variables represented by questionnaire responses was lesson experiences. The ana ysis of course grades for music theory, applied lessons and aural skills failed to produce a statistically significant main effect, but applied lesson grades produced the strongest effect in the model. Results of the study suggest that students' intentions to withdraw from the music education program are related to variables other than those representing the academic component of the music education program.