Predicting First-Year Academic Success of African American and White Students at Predominately White Institutions

<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>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Doctoral's

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Grantor dc:publisher

Eastern Kentucky University

Year

2018

Author dc:creator

• Benton, Jerel

• African American
• Higher Education
• Predictive Modeling
• Retention
• Student Success
• Educational Assessment, Evaluation, and Research

Statement dc:rights

• Copyright 2018 Jerel Benton

Repository record dc:identifier

https://encompass.eku.edu/etd/509

OAI identifier oai:identifier

oai:encompass.eku.edu:etd-1507