WWC review of this study

An empirical analysis of factors that influence the first year to second year retention of students at one large, Hispanic Serving Institution (HSI) (Doctoral dissertation).

Wilkerson, S. L. (2008). Available from ProQuest Dissertations and Theses database. (UMI No. 3333787)

  • Quasi-Experimental Design
     examining 
    1,296
     Students
    , grade
    PS
At least one statistically significant positive finding
Meets WWC standards with reservations

Reviewed: July 2016

Credit accumulation and persistence outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
index

First-to-second year retention

First Year Experience Courses vs. Business as usual

1 Semester

College students;

N/A

N/A

Yes

 
 
14

Characteristics of study sample as reported by study author.


  • Female: 55%
    Male: 45%
  • Race
    Asian
    7%
    Black
    7%
    Native American
    0%
    White
    40%
  • Ethnicity
    Hispanic
    46%
    Not Hispanic
    54%

  • Urban
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
    • K
    • L
    • P
    • M
    • N
    • O
    • Q
    • R
    • S
    • V
    • U
    • T
    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
    • n
    • o
    • p
    • q
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    • y

    Texas

Setting

The study took place at the University of Texas at San Antonio. The university is a metropolitan, comprehensive public university that offers bachelor’s, master’s, and doctoral degree programs.

Study sample

Characteristics of the full sample are reported. The sample contained 55.3% females and 44.7% males. Of the sample, 46.1% were Hispanic, 39.8% were White, 7.2% were African American, 6.7% were Asian or Pacific Islander, and 0.2% were American Indian or Alaskan Native. In addition, 75% of the students were financial aid applicants, and 48.8% were first generation students.

Intervention Group

The first-year seminar was offered as a three-credit course and was considered a core requirement for students in the College of Social and Behavioral Sciences. No specific information on how the course is implemented is reported.

Comparison Group

The comparison group for the study is considered a business-as-usual comparison; these students did not participate in the first-year seminar. No information on monitoring this group is reported.

Support for implementation

No information was provided regarding support for implementation.

 

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