The primary purpose of this study was to determine if a model existed that significantly increased the researcher's ability to accurately explain the enrollment status of high-achieving freshmen based on the influence of selected demographic and academic characteristics.
Since World War II, the need for students to obtain an outstanding postsecondary education in order to compete for the best positions in today's job market has become increasingly important. Thus, the need exists for higher education institutions to offer competitive academic programs that will attract top students and faculty. Since the number of graduating high school students is predicted to decline during the next decade, competition for students is fierce among institutions as enrollment managers strive to enroll outstanding students.
This study's population was defined as all high-achieving freshmen (ACT ≥ 28 and academic GPA ≥ 3.0) who were admitted to one selected research-extensive university for the fall 2005 semester. There were 13 independent variables that were collected from the admissions and student aid databases and then transferred to a computerized, recording form, which served as the research instrument.
Using stepwise multiple discriminant analysis, the researcher identified a substantively and statistically significant model that increased the researcher's ability to accurately explain the enrollment status of high-achieving freshman. The model correctly classified 65.0% of the cases, which was a 30.1% improvement over chance that was obtained on these subjects using this model. The variable that had the greatest impact on enrollment was whether or not the student's parent graduated from the institution. Other variables that contributed significantly were: student's residency status, college entrance examination score (ACT), gender, offer of admission to the Honors College, academic high school GPA, whether or not the student's race was Hispanic, and whether the student graduated from a public or private high school.
The researcher recommended additional studies that would increase the percentage of correctly classified students by integrating these variables with others that could further explain future freshman classes. Variables suggested were: the institution's image, student's academic major, high school counselor influence, student's relationship with enrollment management offices, communication with students, and the campus visit program.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-04032006-162838 |
| Date | 04 April 2006 |
| Creators | Brooks, Jr., Roy Cleveland |
| Contributors | Ronald G. Garay, Satish Verma, Earl C. Johnson, Krisanna Machtmes, Michael F. Burnett |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-04032006-162838/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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