Half of the students who begin college do not complete a degree or certificate. The odds of completing a degree are decreased if a student has a low socio-economic status (SES), is the first in a family to attend college (first-generation), attends multiple institutions, stops out multiple times, reduces credit loads over time, performs poorly in major-specific coursework, has competing family obligations, and experiences financial difficulties. Stopping out of college does not always indicate that a student is no longer interested in pursuing an education; it can be an indication of a barrier or several barriers faced. Institutions can benefit themselves and students by utilizing person-centered statistical methods to re-engage students they have lost, particularly those near the end of their degree plan. Using demographic, academic, and financial variables, this study applied latent class analysis (LCA) to explore subgroups of seniors who have stopped out of a public four-year Tier One research intuition before graduating with a four-year degree. The findings indicated a six-class model was the best fitting model. Similar to previous research, academic and financial variables were key determinants of the latent classes. This paper demonstrates how the results of an LCA can assist institutions in the decisions around intervention strategies and resource allocations.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1833438 |
| Date | 08 1900 |
| Creators | West, Cassandra Lynn |
| Contributors | Chen, Qi (Educational psychologist), Barton, Mary, Hull, Darrell Magness, Barrio, Brenda L. |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | v, 88 pages : illustrations (some color), Text |
| Rights | Public, West, Cassandra Lynn, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
Page generated in 0.0019 seconds