Competing Explanations of Undergraduate Noncompletion
- 1 June 2011
- journal article
- Published by American Educational Research Association (AERA) in American Educational Research Journal
- Vol. 48 (3), 536-559
- https://doi.org/10.3102/0002831210392018
Abstract
In this paper we analyze longitudinal data from a nationally representative panel of college entrants to test and compare several theoretical explanations of college degree attainment and noncompletion. So far, relatively little emphasis has been placed on determining the relative and combined predictive power of competing explanations or mechanisms of college noncompletion. We utilize a methodological tool—the sheaf coefficient—to combine multiple variables into single conceptual predictors and estimate their relative effect sizes across college types. We then draw implications of these findings both for theory and for policy.Keywords
This publication has 29 references indexed in Scilit:
- Crossing the Finish LinePublished by Walter de Gruyter GmbH ,2009
- Addressing the Needs of Underprepared Students in Higher Education: Does College Remediation Work?The Journal of Human Resources, 2009
- The Impact of Postsecondary Remediation Using a Regression Discontinuity Approach: Addressing Endogenous Sorting and NoncompliancePublished by National Bureau of Economic Research ,2008
- Making It Through the First Year of College: The Role of Students' Economic Resources, Employment, and Living ArrangementsSociology of Education, 2007
- The influence of financial aid in leveling group differences in graduating from elite institutionsEconomics of Education Review, 2007
- New Evidence on College RemediationThe Journal of Higher Education, 2006
- Model Mis-Specification In Assessing The Impact of Financial Aid on Academic OutcomesResearch in Higher Education, 2005
- How Financial Aid Affects PersistencePublished by University of Chicago Press ,2004
- The role of finances in the persistence process: A structural modelResearch in Higher Education, 1992
- A Conceptual Model of Nontraditional Undergraduate Student AttritionReview of Educational Research, 1985