Date of Award
January 2018
Degree Type
Open Access Dissertation
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership and Policy Studies
First Advisor
Charles S. Hausman
Department Affiliation
Educational Leadership and Policy Studies
Second Advisor
Daryl R. Privott
Department Affiliation
Other
Third Advisor
Norman W. Powell
Department Affiliation
Educational Leadership and Policy Studies
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.
Copyright
Copyright 2018 Jerel Benton
Recommended Citation
Benton, Jerel, "Predicting First-Year Academic Success of African American and White Students at Predominately White Institutions" (2018). Online Theses and Dissertations. 509.
https://encompass.eku.edu/etd/509
