The purpose of this study was to develop a better understanding of factors that contribute to persistence in distance learning, and to provide program administrators with research-based recommendations on ways to improve retention rates and academic performance in an online graduate program for educators in the geosciences. This study used both quantitative and qualitative analysis to answer 5 research questions. The quantitative component of the study assessed whether student characteristics which could be identified and quantified through a premission screening correlated to persistence and academic success in the program. Data were collected through a voluntary survey administered during the program orientation. The qualitative component of the study consisted of interviews which were conducted to gain more concrete insights into the perceptions and practices of 2 student groups. The first group of interviewees was granted provisional admission with an undergraduate GPA under 2.75. Each went on to graduate with a cumulative GPA above 3.40. The students in the second group were put on academic probation for earning a course grade below a C early in the program and then went on to graduate. The results showed that there was not a statistically significant difference in the cumulative undergraduate GPA of those who persisted in the program versus those who withdrew or who were dismissed from the program. However, there was a significant difference in the undergraduate grades earned specifically in science courses. An unanticipated finding was that students who had not met with departmental faculty or program alumni were more than twice as likely to leave the program not in good academic standing. It appears that personal interaction is necessary for students to understand what is necessary be successful in the program. As such, administrators should consider incorporating more pre-program advising. It is evident that even students with a history of undergraduate academic success had misconceptions regarding the time commitment necessary to be academically successful. In addition, being a nontraditional student with a need to balance work, personal obligations, and extenuating circumstances was often a more important factor in performance and persistence than the online format of the program.

Honors programs (HP) play an important role in defining the organizational culture of colleges and universities. In the college selected for this study, 30% of its honors students attrite to nonhonors programs, usually due to subpar grade point averages (GPAs). Using Sternberg's augmented theory of successful intelligence, a mixed-methods approach was employed to better understand how selection metrics related to HP student success. The ex post facto design included a 5-year (2009-2014) census sample of 375 HP students. Correlation and regression analyses were used to examine the relationship between college GPA and HP admissions metrics such as standardized test scores and measures of high school quality, schedule strength, rank, and GPA. The quantitative results indicated that only ACT test scores and high school GPA were weakly predictive of college GPA. The qualitative component focused on Sternberg's creative and practical intelligences to guide an exploration of HP admissions criteria with 2 admissions officers and 5 HP faculty members who were chosen for participation because of their direct involvement with selecting and teaching HP students. The qualitative results indicated the participants were interested in adding 3 components to the HP admissions criteria: art and music grades from high school, advanced epistemological thinking, and the ability to connect to faculty and resources. A white paper is included at the end of this study to help guide the process of revisiting admissions criteria to improve HP student completion. Positive social change is achieved, and both students and colleges benefit, when colleges more accurately enroll students into the academic programs they are most likely to complete.

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This study identified the admissions criteria for selected doctoral programs in vocational-technical education in Oklahoma and Texas and investigated the relationship of these criteria to success in the doctoral programs. Success in the doctoral programs was identified in terms of cumulative doctoral grade point average. Data were obtained through a questionnaire designed to ©licit both general information concerning admissions criteria for vocational-technical doctoral programs at the selected institutions and to collect specific information on a random sample of twenty doctoral candidates from each of the four selected institutions. Factors considered included birthdates, gender, scores on admissions tests, grade point average in the masters program, the year the latest masters was completed, number of colleges attended, and cumulative doctoral grade point average. A statistical analysis using nine separate one-way analyses of variance determined that four of the nine factors considered proved to be statistically significant at the .05 level or better when correlated with the criterion variable (cumulative doctoral grade point average). Those factors were gender, Graduate Record Examination verbal and composite scores, and masters grade point average. The results of the study basically parallel findings of research concerning admissions criteria and success in graduate programs in other areas. Additional research efforts should address the issue of determining the most appropriate decision logic model for making admissions decisions in programs at the graduate levels.