Factors that influence traditional-age, high-achieving students to enroll at a research-extensive university in the Southern region of the United States
type: CreativeWork
description: The primary purpose of this study was to determine if a model existed that significantly increased the researcher's ability to accurately explain the enrollment status of high-achieving freshmen based on the influence of selected demographic and academic characteristics. Since World War II, the need for students to obtain an outstanding postsecondary education in order to compete for the best positions in today's job market has become increasingly important. Thus, the need exists for higher education institutions to offer competitive academic programs that will attract top students and faculty. Since the number of graduating high school students is predicted to decline during the next decade, competition for students is fierce among institutions as enrollment managers strive to enroll outstanding students. This study's population was defined as all high-achieving freshmen (ACT ≥ 28 and academic GPA ≥ 3.0) who were admitted to one selected research-extensive university for the fall 2005 semester. There were 13 independent variables that were collected from the admissions and student aid databases and then transferred to a computerized, recording form, which served as the research instrument. Using stepwise multiple discriminant analysis, the researcher identified a substantively and statistically significant model that increased the researcher's ability to accurately explain the enrollment status of high-achieving freshman. The model correctly classified 65.0% of the cases, which was a 30.1% improvement over chance that was obtained on these subjects using this model. The variable that had the greatest impact on enrollment was whether or not the student's parent graduated from the institution. Other variables that contributed significantly were: student's residency status, college entrance examination score (ACT), gender, offer of admission to the Honors College, academic high school GPA, whether or not the student's race was Hispanic, and whether the student graduat…
abstract: The primary purpose of this study was to determine if a model existed that significantly increased the researcher's ability to accurately explain the enrollment status of high-achieving freshmen based on the influence of selected demographic and academic characteristics. Since World War II, the need for students to obtain an outstanding postsecondary education in order to compete for the best positions in today's job market has become increasingly important. Thus, the need exists for higher education institutions to offer competitive academic programs that will attract top students and faculty. Since the number of graduating high school students is predicted to decline during the next decade, competition for students is fierce among institutions as enrollment managers strive to enroll outstanding students. This study's population was defined as all high-achieving freshmen (ACT ≥ 28 and academic GPA ≥ 3.0) who were admitted to one selected research-extensive university for the fall 2005 semester. There were 13 independent variables that were collected from the admissions and student aid databases and then transferred to a computerized, recording form, which served as the research instrument. Using stepwise multiple discriminant analysis, the researcher identified a substantively and statistically significant model that increased the researcher's ability to accurately explain the enrollment status of high-achieving freshman. The model correctly classified 65.0% of the cases, which was a 30.1% improvement over chance that was obtained on these subjects using this model. The variable that had the greatest impact on enrollment was whether or not the student's parent graduated from the institution. Other variables that contributed significantly were: student's residency status, college entrance examination score (ACT), gender, offer of admission to the Honors College, academic high school GPA, whether or not the student's race was Hispanic, and whether the student graduat…
author: Brooks, Jr., Roy Cleveland
keywords: enrollment management, higher education, admission issues, college choice
date published: 2006-01-01T08:00:00Z
date modified: 2026-07-24T02:57:00Z
provider: Lousiana State University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Human Resource Education and Workforce Development

PropertyValue
property ID: DOI
value: 10.31390/gradschool_dissertations.23