The purpose of this study is to determine how models utilizing demographic, academic, and social pre-college characteristics are related to first-year academic success of White and African American students at PWIs. The demographic pre-college factors include students& race and gender; the academic factors include ACT composite score and high school GPA; and the social factors include the distance from home, percent of African American in students& high school, and parents& highest education level. First-year academic success is defined by the three dependent variables: first-year retention, first-year GPA, and first-year credit hour completion percentage. The results of the study showed that identified models utilizing demographic, academic and social predictors, significantly predict first-year retention, first-year GPA, and first-year credit hour percentage completion. Each model explained different variances of academic success.
","abstract_html":"<p>The purpose of this study is to determine how models utilizing demographic, academic, and social pre-college characteristics are related to first-year academic success of White and African American students at PWIs. The demographic pre-college factors include students& race and gender; the academic factors include ACT composite score and high school GPA; and the social factors include the distance from home, percent of African American in students& high school, and parents& highest education level. First-year academic success is defined by the three dependent variables: first-year retention, first-year GPA, and first-year credit hour completion percentage. The results of the study showed that identified models utilizing demographic, academic and social predictors, significantly predict first-year retention, first-year GPA, and first-year credit hour percentage completion. Each model explained different variances of academic success. </p>","abstract_has_math":false,"creators":["Benton, Jerel"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-01-01T08:00:00Z","date_published":"2018-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:47Z","subjects":["African American","Higher Education","Predictive Modeling","Retention","Student Success","Educational Assessment, Evaluation, and Research"],"languages":[],"rights":["Copyright 2018 Jerel Benton"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/509","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Benton, Jerel"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["African American","Higher Education","Predictive Modeling","Retention","Student Success","Educational Assessment, Evaluation, and Research"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2018 Jerel Benton"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/509"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study is to determine how models utilizing demographic, academic, and social pre-college characteristics are related to first-year academic success of White and African American students at PWIs. The demographic pre-college factors include students& race and gender; the academic factors include ACT composite score and high school GPA; and the social factors include the distance from home, percent of African American in students& high school, and parents& highest education level. First-year academic success is defined by the three dependent variables: first-year retention, first-year GPA, and first-year credit hour completion percentage. The results of the study showed that identified models utilizing demographic, academic and social predictors, significantly predict first-year retention, first-year GPA, and first-year credit hour percentage completion. Each model explained different variances of academic success.
"]},{"key":"dc:format","label":"Dc Format","values":["application/PDF"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["Predicting First-Year Academic Success of African American and White Students at Predominately White Institutions"]}]}],"canonical_facts":{"dc:creator":["Benton, Jerel"],"dc:description.abstract":["The purpose of this study is to determine how models utilizing demographic, academic, and social pre-college characteristics are related to first-year academic success of White and African American students at PWIs. The demographic pre-college factors include students& race and gender; the academic factors include ACT composite score and high school GPA; and the social factors include the distance from home, percent of African American in students& high school, and parents& highest education level. First-year academic success is defined by the three dependent variables: first-year retention, first-year GPA, and first-year credit hour completion percentage. The results of the study showed that identified models utilizing demographic, academic and social predictors, significantly predict first-year retention, first-year GPA, and first-year credit hour percentage completion. Each model explained different variances of academic success.
"],"dc:format":["application/PDF"],"dc:identifier":["https://encompass.eku.edu/etd/509"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2018 Jerel Benton"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["African American","Higher Education","Predictive Modeling","Retention","Student Success","Educational Assessment, Evaluation, and Research"],"dc:title":["Predicting First-Year Academic Success of African American and White Students at Predominately White Institutions"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:47Z"}