"Factors Associated with First-Year Student Retention in Higher Educati" by Starr Wentzel

Date of Award

2024

Degree Type

Open Access Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership and Policy Studies

First Advisor

Gill Hunter

Second Advisor

Jason Miller

Third Advisor

Raymond Lauk

Abstract

This quantitative study investigated factors influencing first-year student retention at a midsized regional comprehensive university. Using archival data from the 2021-2022 and 2022-2023 academic years, the research examined the retention rates of Standard Admit students and conditionally admitted Success First students. The study explored student retention based on use of available support services, namely visits to the campus Student Success Center (SSC), as well as measures of cognitive and non-cognitive skills and confidence as assessed through a standardized nationally normed assessment tool. Additionally, it identified key demographic variables such as gender, race, Pell Grant eligibility, and first-generation status that impact retention. The findings revealed that Standard Admit students had higher retention rates than Success First students, while student check-ins at the SSC were not significantly associated with increased retention for Success First students. Cognitive and noncognitive skills like organization and time management, as well as personal and financial health, were positively correlated with retention. These insights underscore the importance of early academic and non-academic interventions to improve retention, particularly for at-risk student populations. Recommendations include refining institutional support systems, tailoring interventions to meet the needs of individual students and unique student populations, and addressing demographic challenges to enhance retention outcomes.

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