{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/31046"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/31046","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"First in, last out: time-to-degree of first-generation students","abstract":"This is a study of factors which affect time-to-degree in first-generation students from a Midwestern research university. Astin’s (1993) Input-Environment-Output (I-E-O) model was utilized to determine the effects of various input and environment variables. Chi-Square tests were performed to find interactions between variables in the model. A binary, logistic regression was utilized to find which variables and interactions had significant effects on time-to-degree. The results indicate that input variables such as input variables such as race/ethnicity and gender, environment variables such as continuous enrollment, average attempted credits per semester, taking summer courses, total credits earned, and missed credits were significant predictors of time-to-degree. Environment variables had a larger effect than input variables, which indicates that colleges can affect time-to-degree in their students.","abstract_html":"This is a study of factors which affect time-to-degree in first-generation students from a Midwestern research university. Astin’s (1993) Input-Environment-Output (I-E-O) model was utilized to determine the effects of various input and environment variables. Chi-Square tests were performed to find interactions between variables in the model. A binary, logistic regression was utilized to find which variables and interactions had significant effects on time-to-degree. The results indicate that input variables such as input variables such as race/ethnicity and gender, environment variables such as continuous enrollment, average attempted credits per semester, taking summer courses, total credits earned, and missed credits were significant predictors of time-to-degree. Environment variables had a larger effect than input variables, which indicates that colleges can affect time-to-degree in their students.","abstract_has_math":false,"creators":["Umbricht, Mark"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Ed Organization and Leadership","degree_department":null,"school":null,"contributors":["Hood, Denice W."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-05-22T00:24:10Z","date_published":"2012-05-22T00:24:10Z","updated_at":"2026-07-22T22:25:29Z","subjects":["Time-to-degree","first-generation","I-E-O Model","Input-Environment-Output (I-E-O)"],"languages":["en"],"rights":["Copyright 2012 Mark Umbricht"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/31046","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Hood, Denice W."]},{"key":"dc:creator","label":"Author","values":["Umbricht, Mark"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2012-05-22T00:24:10Z","2012-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Ed Organization and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Time-to-degree","first-generation","I-E-O Model","Input-Environment-Output (I-E-O)"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2012 Mark Umbricht"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/31046"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This is a study of factors which affect time-to-degree in first-generation students from a Midwestern research university. Astin’s (1993) Input-Environment-Output (I-E-O) model was utilized to determine the effects of various input and environment variables. Chi-Square tests were performed to find interactions between variables in the model. A binary, logistic regression was utilized to find which variables and interactions had significant effects on time-to-degree. The results indicate that input variables such as input variables such as race/ethnicity and gender, environment variables such as continuous enrollment, average attempted credits per semester, taking summer courses, total credits earned, and missed credits were significant predictors of time-to-degree. Environment variables had a larger effect than input variables, which indicates that colleges can affect time-to-degree in their students.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2012-04-27T12:52:03Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Umbricht_Mark.docx: 228540 bytes, checksum: 3454289c24ca3eb418b4acc7999c783e (MD5) Umbricht_Mark.pdf: 1141969 bytes, checksum: 0a3fe7edcf011df6858c80b1f9c4da65 (MD5)","Made available in DSpace on 2012-05-22T00:24:10Z (GMT). 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A binary, logistic regression was utilized to find which variables and interactions had significant effects on time-to-degree. The results indicate that input variables such as input variables such as race/ethnicity and gender, environment variables such as continuous enrollment, average attempted credits per semester, taking summer courses, total credits earned, and missed credits were significant predictors of time-to-degree. Environment variables had a larger effect than input variables, which indicates that colleges can affect time-to-degree in their students.","Item withdrawn by Mark Zulauf (zulauf@illinois.edu) on 2012-04-27T12:52:03Z Item was in collections: University of Illinois Theses & Dissertations (ID: 1) No. of bitstreams: 2 Umbricht_Mark.docx: 228540 bytes, checksum: 3454289c24ca3eb418b4acc7999c783e (MD5) Umbricht_Mark.pdf: 1141969 bytes, checksum: 0a3fe7edcf011df6858c80b1f9c4da65 (MD5)","Made available in DSpace on 2012-05-22T00:24:10Z (GMT). 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