Date of Award

January 2018

Degree Type

Open Access Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership and Policy Studies

First Advisor

Charles S. Hausman

Second Advisor

Daryl R. Privott

Third Advisor

Norman W. Powell

Abstract

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.

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