Persistence of GED and Traditional Students at a Public Community College [electronic resource] : A Test of a Conceptual Model. GED Research Brief No. 7 / Stephen Beltzer.
A study tested a conceptual model of attrition, the Tinto (1975) model, on a group of General Educational Development (GED) examinees and on a comparison group of traditional high school graduates from a single public community college. The sample consisted of 198 GED students and 201 traditional hi...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1985.
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| Subjects: |
MARC
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| 100 | 1 | |a Beltzer, Stephen. | |
| 245 | 1 | 0 | |a Persistence of GED and Traditional Students at a Public Community College |h [electronic resource] : |b A Test of a Conceptual Model. GED Research Brief No. 7 / |c Stephen Beltzer. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1985. | ||
| 300 | |a 5 p. | ||
| 500 | |a ERIC Document Number: ED291887. | ||
| 500 | |a Educational level discussed: Adult Education. | ||
| 500 | |a Educational level discussed: High School Equivalency Programs. | ||
| 500 | |a Educational level discussed: Postsecondary Education. | ||
| 500 | |a Educational level discussed: Two Year Colleges. | ||
| 520 | |a A study tested a conceptual model of attrition, the Tinto (1975) model, on a group of General Educational Development (GED) examinees and on a comparison group of traditional high school graduates from a single public community college. The sample consisted of 198 GED students and 201 traditional high school graduates who entered Queensborough Community College, City University of New York, in the Fall 1981 semester. The instrument used was one developed by Pascarella and Terenzini (1980) that was designed to tap the major dimensions of the Tinto model--specifically, levels of academic integration, social integration, institutional commitment, and goal commitment. Results supported the predictive validity of the Tinto model in identifying potential dropouts among GED examinees as well as for the comparison group. It was found that for GED examinees first-year grade point average was the most important predictor of persistence; institutional commitment was the most important predictor for the traditional high school graduates; and the two groups were not statistically different in the rate of persistence. Results imply that institutions must address facilitation of academic integration, possibly through an effective academic advisement and orientation program. (YLB) | ||
| 521 | 8 | |a Practitioners. |b ericd. | |
| 650 | 1 | 7 | |a Academic Persistence. |2 ericd. |
| 650 | 0 | 7 | |a Adult Education. |2 ericd. |
| 650 | 0 | 7 | |a Community Colleges. |2 ericd. |
| 650 | 0 | 7 | |a Comparative Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Educational Research. |2 ericd. |
| 650 | 0 | 7 | |a Grade Point Average. |2 ericd. |
| 650 | 1 | 7 | |a High School Equivalency Programs. |2 ericd. |
| 650 | 1 | 7 | |a Models. |2 ericd. |
| 650 | 1 | 7 | |a Nontraditional Students. |2 ericd. |
| 650 | 0 | 7 | |a Postsecondary Education. |2 ericd. |
| 650 | 0 | 7 | |a School Holding Power. |2 ericd. |
| 650 | 1 | 7 | |a Student Attrition. |2 ericd. |
| 650 | 0 | 7 | |a Two Year Colleges. |2 ericd. |
| 710 | 2 | |a GED Testing Service. | |
| 856 | 4 | 0 | |u http://files.eric.ed.gov/fulltext/ED291887.pdf |z Full Text (via ERIC) |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED291887 |h Other scheme |i web |n 1 |