Leveraging What We Know to Enhance Short-Term and Long-Term Retention of University Students

Abstract

Logistic regression models of students' 1-year retention and 6-year retention/graduation for the fall 2000 entering class of students at a research-extensive university in the Midwest were estimated by combining university, financial aid, and Cooperative Institutional Research Program data ( n = 1,905; 45% female, 87% Caucasian, 75% in-state). Statistically significant predictors of retention to the second year were first-year cumulative grade point average, financial aid variables, learning community membership, information technology use in high school, and in-state residence. Six-year retention/graduation was predicted significantly by the students' last registered term cumulative grade point average, number of years living on campus, transfer credits, financial aid variables, gender, ability measures (high school rank, ACT composite score), in-state residence, and female gender.