Initial Academic Momentum and Student Success: Comparing 4- and 2-Year Students
| Autor: | J. Cody Davidson, Paul Blankenship |
|---|---|
| Rok vydání: | 2016 |
| Předmět: |
education
05 social sciences 050301 education Academic achievement Education Momentum (finance) Time frame Order (business) 0502 economics and business ComputingMilieux_COMPUTERSANDEDUCATION Bachelor degree Mathematics education 050207 economics Psychology 0503 education Socioeconomic status health care economics and organizations |
| Zdroj: | Community College Journal of Research and Practice. 41:467-480 |
| ISSN: | 1521-0413 1066-8926 |
| DOI: | 10.1080/10668926.2016.1202158 |
| Popis: | Today, many full-time students spend one, two, or more additional years completing a 2-year associate or 4-year bachelor degree. In order to reduce this time frame, many institutions are utilizing a 15 to Finish campaign to encourage full-time students to enroll in 15 credits each semester. The first purpose of this study was to examine if there is a relationship between the number of credit hours enrolled in the first semester and the number of credits earned at the end of the first year. Concurrently, it examined how a student’s initial academic momentum (i.e., the number of credit hours earned in the first year) relates to student persistence and degree completion. The second purpose was to determine if there was a relationship between a student’s socioeconomic status and the number of credit hours enrolled in the first semester—and if it is feasible for low-income students, who primarily attend community colleges, to afford additional credit hours. The results showed that more students who ear... |
| Databáze: | OpenAIRE |
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