Document Type
Dissertation
Date of Award
12-2022
School/College
College of Education (COE)
Degree Name
Ed.D., Educational Administration
Committee Chairperson
Lillian B. Poats
Committee Member 1
Dwalah Fisher
Committee Member 2
Jessica Davis
Committee Member 3
Ronnie Davis
Committee Member 4
Dominic Thomas
Keywords
• Academic factors • Demographic factors • First-year full-time students • Persistence • Progression
Abstract
The purpose of this study was to examine the relationship and predictability of demographic factors, and academic factors on the persistence and progression rates among first-year, full-time, four-year degree seeking students at a Historically Black College and University. Specifically, this study focused on the predictive power of demographic factors (gender, ethnicity, and SES), and academic factors (high school GPA and the number of hours passed) on the persistence and progression rates among first-year, full-time, four-year degree seeking students attending a Historically Black College and University. A correlational research design was employed in the study. Data was provided by the Office of Institutional Assessment, Planning and Effectiveness to the researcher and downloaded into the statistical package for the social sciences (SPSS) version 27 to analyze the data. For statistical analysis, the Binary Logistic Regression procedure was used. Analysis of results indicated that the demographic factors of gender, ethnicity, and SES were significant predictors in determining first-time college students who would persist and those who would not persist. Likewise, there was a significant predictable relationship found between the demographic factors of gender, ethnicity, SES, and the progression rates among first-year college students. Furthermore, the academic factors of high school grade point average and the number of hours passed were significant predictors in distinguishing those first-year college students who would persist and those who would not persist. Moreover, a significant predictable relationship existed between the academic factors of high school GPA, the number of hours passed and the progression rates of first-time college students, while the variable number of hours passed was an independent predictor of the progression rates among first-time college students.
Copyright
Copyright © for this work is retained by the author. Any documents and information presented are protected by copyright under US Copyright laws and are the property of the author. All Rights Reserved. For permission to use this content please contact the author or the Graduate School at Texas Southern University (graduate.school@tsu.edu).
Recommended Citation
Landy-Blacklock, Syreeta Yvette, "The Impact of Selected Variables on Persistence and Progression of First-Year Students At a Historically Black College and University." (2022). Dissertations (2016-Present). 56.
https://digitalscholarship.tsu.edu/dissertations/56