{"id":{"repo_id":"etsu","oai_identifier":"oai:dc.etsu.edu:etd-3399"},"canonical_url":"https://search.dev.ndltd.org/etd/etsu/oai:dc.etsu.edu:etd-3399","repository":{"repo_id":"etsu","name":"East Tennessee State University","base_url":"https://dc.etsu.edu/do/oai/"},"display":{"title":"A Study of First-Time Full-Time Freshmen's Attributes and Their Associations with Fall-to-Fall Retention Rates at a Two-Year Public Community College.","abstract":"<p>The purpose of the study was to investigate the associations between first-time full-time freshmen's attributes and fall-to-fall retention at Northeast State Technical Community College. The 15 attributes included age, first-generation student status, gender, high school classification, race, the student's application date to the institution relative to the start of the semester, the 4 ACT test sub-scores, remedial/developmental course placement, major program of study, financial aid status, first-semester grade point average, and end-of-first-semester credit hour enrollment status. In addition to collecting the variables under study, each first-time full-time freshman's entry term and enrollment status for the subsequent fall semester was ascertained. This information was used to categorize individuals into persister and non-persister classifications for the subsequent fall. The data for this longitudinal study were housed in Northeast State's student records database, Student Information System.</p><p>A preliminary analysis of the data was conducted to ascertain descriptive statistics. Chi Square and independent samples <em>t</em> tests were used to determine if there was an association between each variable and fall-to-fall retention. A multiple linear regression model was used to estimate the effect of the predictor variables upon the criterion variable, fall-to-fall retention. The results indicated that the variables of age, first-generation student status, gender, and race were not significantly related to fall-to-fall retention, while high school classification, application date, the 4 ACT sub-scores, remedial/developmental course placement, major program of study, financial aid award, first-semester grade point average, and end-of-semester credit hour enrollment status were significantly related to fall-to-fall retention. A multiple linear regression model indicated that the greatest influences upon fall-to-fall retention when researching the collective predictor variables were</p><ol><li>first-semester grade point average,</li><li>the number of remedial/developmental courses required,</li><li>the number of hours in which the student was formally enrolled in at the end of the first semester,</li><li>an application date greater than or equal to 61 days prior to the start of the fall semester,</li><li>receipt of financial aid in the form of Pell Grant funds only (negative association),</li><li>associate of applied science student status (negative association), and</li><li>GED graduate (negative association).</li></ol>","abstract_html":"&lt;p&gt;The purpose of the study was to investigate the associations between first-time full-time freshmen&#x27;s attributes and fall-to-fall retention at Northeast State Technical Community College. The 15 attributes included age, first-generation student status, gender, high school classification, race, the student&#x27;s application date to the institution relative to the start of the semester, the 4 ACT test sub-scores, remedial/developmental course placement, major program of study, financial aid status, first-semester grade point average, and end-of-first-semester credit hour enrollment status. In addition to collecting the variables under study, each first-time full-time freshman&#x27;s entry term and enrollment status for the subsequent fall semester was ascertained. This information was used to categorize individuals into persister and non-persister classifications for the subsequent fall. The data for this longitudinal study were housed in Northeast State&#x27;s student records database, Student Information System.&lt;/p&gt;&lt;p&gt;A preliminary analysis of the data was conducted to ascertain descriptive statistics. Chi Square and independent samples &lt;em&gt;t&lt;/em&gt; tests were used to determine if there was an association between each variable and fall-to-fall retention. A multiple linear regression model was used to estimate the effect of the predictor variables upon the criterion variable, fall-to-fall retention. The results indicated that the variables of age, first-generation student status, gender, and race were not significantly related to fall-to-fall retention, while high school classification, application date, the 4 ACT sub-scores, remedial/developmental course placement, major program of study, financial aid award, first-semester grade point average, and end-of-semester credit hour enrollment status were significantly related to fall-to-fall retention. A multiple linear regression model indicated that the greatest influences upon fall-to-fall retention when researching the collective predictor variables were&lt;/p&gt;&lt;ol&gt;&lt;li&gt;first-semester grade point average,&lt;/li&gt;&lt;li&gt;the number of remedial/developmental courses required,&lt;/li&gt;&lt;li&gt;the number of hours in which the student was formally enrolled in at the end of the first semester,&lt;/li&gt;&lt;li&gt;an application date greater than or equal to 61 days prior to the start of the fall semester,&lt;/li&gt;&lt;li&gt;receipt of financial aid in the form of Pell Grant funds only (negative association),&lt;/li&gt;&lt;li&gt;associate of applied science student status (negative association), and&lt;/li&gt;&lt;li&gt;GED graduate (negative association).&lt;/li&gt;&lt;/ol&gt;","abstract_has_math":false,"creators":["Graybeal, Susan E. French"],"institution":null,"degree_name":"EdD (Doctor of Education)","degree_level":"Dissertation - unrestricted","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-05-05T07:00:00Z","date_published":"2007-05-05T07:00:00Z","updated_at":"2026-07-24T02:21:19Z","subjects":["Community College","First-Time Full-Time Freshmen","Retention","Persistence","Educational Sociology","Social and Behavioral Sciences","Sociology"],"languages":[],"rights":["Copyright by the authors."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dc.etsu.edu/etd/2038","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Graybeal, Susan E. 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The 15 attributes included age, first-generation student status, gender, high school classification, race, the student's application date to the institution relative to the start of the semester, the 4 ACT test sub-scores, remedial/developmental course placement, major program of study, financial aid status, first-semester grade point average, and end-of-first-semester credit hour enrollment status. In addition to collecting the variables under study, each first-time full-time freshman's entry term and enrollment status for the subsequent fall semester was ascertained. This information was used to categorize individuals into persister and non-persister classifications for the subsequent fall. The data for this longitudinal study were housed in Northeast State's student records database, Student Information System.</p><p>A preliminary analysis of the data was conducted to ascertain descriptive statistics. Chi Square and independent samples <em>t</em> tests were used to determine if there was an association between each variable and fall-to-fall retention. A multiple linear regression model was used to estimate the effect of the predictor variables upon the criterion variable, fall-to-fall retention. The results indicated that the variables of age, first-generation student status, gender, and race were not significantly related to fall-to-fall retention, while high school classification, application date, the 4 ACT sub-scores, remedial/developmental course placement, major program of study, financial aid award, first-semester grade point average, and end-of-semester credit hour enrollment status were significantly related to fall-to-fall retention. A multiple linear regression model indicated that the greatest influences upon fall-to-fall retention when researching the collective predictor variables were</p><ol><li>first-semester grade point average,</li><li>the number of remedial/developmental courses required,</li><li>the number of hours in which the student was formally enrolled in at the end of the first semester,</li><li>an application date greater than or equal to 61 days prior to the start of the fall semester,</li><li>receipt of financial aid in the form of Pell Grant funds only (negative association),</li><li>associate of applied science student status (negative association), and</li><li>GED graduate (negative association).</li></ol>"]},{"key":"dc:title","label":"Title","values":["A Study of First-Time Full-Time Freshmen's Attributes and Their Associations with Fall-to-Fall Retention Rates at a Two-Year Public Community College."]}]}],"canonical_facts":{"dc:creator":["Graybeal, Susan E. French"],"dc:date.issued":["2007-05-05T07:00:00Z"],"dc:description.abstract":["<p>The purpose of the study was to investigate the associations between first-time full-time freshmen's attributes and fall-to-fall retention at Northeast State Technical Community College. The 15 attributes included age, first-generation student status, gender, high school classification, race, the student's application date to the institution relative to the start of the semester, the 4 ACT test sub-scores, remedial/developmental course placement, major program of study, financial aid status, first-semester grade point average, and end-of-first-semester credit hour enrollment status. In addition to collecting the variables under study, each first-time full-time freshman's entry term and enrollment status for the subsequent fall semester was ascertained. This information was used to categorize individuals into persister and non-persister classifications for the subsequent fall. The data for this longitudinal study were housed in Northeast State's student records database, Student Information System.</p><p>A preliminary analysis of the data was conducted to ascertain descriptive statistics. Chi Square and independent samples <em>t</em> tests were used to determine if there was an association between each variable and fall-to-fall retention. A multiple linear regression model was used to estimate the effect of the predictor variables upon the criterion variable, fall-to-fall retention. The results indicated that the variables of age, first-generation student status, gender, and race were not significantly related to fall-to-fall retention, while high school classification, application date, the 4 ACT sub-scores, remedial/developmental course placement, major program of study, financial aid award, first-semester grade point average, and end-of-semester credit hour enrollment status were significantly related to fall-to-fall retention. A multiple linear regression model indicated that the greatest influences upon fall-to-fall retention when researching the collective predictor variables were</p><ol><li>first-semester grade point average,</li><li>the number of remedial/developmental courses required,</li><li>the number of hours in which the student was formally enrolled in at the end of the first semester,</li><li>an application date greater than or equal to 61 days prior to the start of the fall semester,</li><li>receipt of financial aid in the form of Pell Grant funds only (negative association),</li><li>associate of applied science student status (negative association), and</li><li>GED graduate (negative association).</li></ol>"],"dc:identifier":["https://dc.etsu.edu/context/etd/article/3399/viewcontent/GraybealS032707f.pdf","https://dc.etsu.edu/etd/2038"],"dc:rights":["Copyright by the authors."],"dc:subject":["Community College","First-Time Full-Time Freshmen","Retention","Persistence","Educational Sociology","Social and Behavioral Sciences","Sociology"],"dc:title":["A Study of First-Time Full-Time Freshmen's Attributes and Their Associations with Fall-to-Fall Retention Rates at a Two-Year Public Community College."],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - unrestricted"],"thesis:degree_name":["EdD (Doctor of Education)"]},"updated_at":"2026-07-24T02:21:19Z"}