Factors Influencing College Persistence for First-Time Students

Using Tinto's (1993) longitudinal model of institutional departure, this study examined demographic variables, family characteristics, precollege and college academic performance factors, and extent to which mandatory placement in remedial courses predict persistence at a public research institution. This study also examined the relationship between ACT composite scores, high school GPA, first-semester college grade point averages, and persistence. Longitudinal data with 3,213 students were analyzed using factorial analysis of variance (ANOVA), Pearson's product-moment correlations, and multiple regression analysis. Results showed significant mean differences for ethnicity, financial aid, and remedial status on persistence. High school GPA and first-semester college GPA were found to be significant predictors of persistence. Findings indicated that traditional college students who were academically prepared to take college-level coursework were more likely to persist than students placed in mandatory remedial coursework. Implications from this study suggest that support services such as tutoring, mentoring, counseling services, early intervention systems, and financial aid assistance will improve study participants' academic deficiencies and increase persistence beyond the first year.

Factors Influencing College Persistence for First-Time Students Academic Article