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Individual and school-level effects of academic preparation
and socioeconomic factors on retention of university students
in Puerto Rico Sandra L. Dika, PhD, Assistant Professor
David R. González-Barreto, PhD, Professor
Office of Institutional Research and PlanningUniversity of Puerto Rico - Mayaguez
2009 Association for Institutional Research Forum, Atlanta, GAJune 1, 2009
Dika & González-Barreto, 2009 AIR Forum
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Introduction
Over two decades of research in United States on factors associated with retention in college Previous academic achievement
High school GPA Standardized test scores, e.g., SAT
Socioeconomic factors Family income Parental education attainment (first generation)
Dika & González-Barreto, 2009 AIR Forum
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Introduction Research in K-12 education indicates effects of
school culture and environment on: High school achievement High school completion College attendance
Some studies looking at the effects of social and cultural capital on college attendance, retention, and achievement model “quality of school” (e.g., Perna, 2000; Wells, 2008)
Dika & González-Barreto, 2009 AIR Forum
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Introduction
Research on college retention outside the US – in different social, cultural, and economic contexts - is limited
No published research on factors that influence retention in Puerto Rico, however, institutional research at largest public institution points to possible relationships
Dika & González-Barreto, 2009 AIR Forum
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Puerto Rico
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Puerto Rico
Puerto Rico:Dimensions: 180 km x 65 kmPopulation: 3.8 millionsPop. Density: 325 p/km2
N
Population densities:US: 31 p/km2
Mexico: 54.5 p/km2
Canada: 3.3 p/km2
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Family Income in Puerto Rico
Dika & González-Barreto, 2009 AIR Forum
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Connection Between UPR Admission Index and Income
Dika & González-Barreto, 2009 AIR Forum
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Connection Between Retention and Income (UPRM)
Dika & González-Barreto, 2009 AIR Forum
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Performance based on High School of Origin
Five college level indicators (CI) to provide feedback to high school personnel on the performance of their students at our institution First year retention rate GPA in math, Spanish, and English courses Graduation rate
Some surprises that counter common perceptions about students from local high schools
Dika & González-Barreto, 2009 AIR Forum
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Filling the Gap
Need for a study to examine which academic achievement and socioeconomic factors play a role in retention for Puerto Rican college students
Need for additional exploration of school level factors (as social and cultural capital) in college retention
Dika & González-Barreto, 2009 AIR Forum
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Research Question
How well do individual and school-level academic achievement and socioeconomic factors predict retention of public college students in Puerto Rico?
Dika & González-Barreto, 2009 AIR Forum
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University of Puerto Rico Mayaguez
Part of UPR system (11 campuses) Over 12,000 students Bilingual Hispanic Serving Institution STEM focused (60% of undergraduates) High female participation in STEM 71% receive financial aid 22% “first generation”
Dika & González-Barreto, 2009 AIR Forum
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Sample and Instrumentation
All first-year, first time students entering UPRM between 2000 and 2007 in two income categories representing income extremes for our population (N=5,408): $15,000 and below $40,000 and above
All variables obtained or created from data available in institutional student information system – admissions and enrollment data
Dika & González-Barreto, 2009 AIR Forum
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Measuring Family Income
Family income measurement restricted due to data available from UPR admissions form Nine (9) categories from less than $7,500 to $50,000
or higher We chose to include income “extremes” (bottom 2
and top 2 categories) to approximate low-income and high-income families in the context of Puerto Rican society (based on census data; median income for family of four: $26,822)
Dika & González-Barreto, 2009 AIR Forum
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Measuring “First Generation”
Most research operationalizes “First Generation” college students as those for whom neither parent has completed a four-year college degree
Our operationalization of “First Generation” is slightly different based on local context: students for whom neither parent has completed studies after high school
Dika & González-Barreto, 2009 AIR Forum
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Measuring School Level Effects PR Department of Education and UPR in process of
developing comprehensive K-16 database for public education
School level variables in this study are averages or proportions for students admitted to UPRM and are not representative of the entire high school student body from those schools
May consider that these represent social and cultural capital among peer groups of “college goers”
Dika & González-Barreto, 2009 AIR Forum
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Independent Variables – Individual Level
Variable Source Possible ValuesHigh school GPA Admissions 2.00-4.00
Standardized English achievement (PEAU)
Admissions 200-800
Standardized math aptitude (PEAU)
Admissions 200-800
Family income and education or FIE (dummy)
Admissions Low-income, First Generation (reference category)Low-income, Not First GenerationHigh-income, First GenerationHigh-income, Not First Generation
Dika & González-Barreto, 2009 AIR Forum
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Independent Variables – School Level
Variable Source Possible ValuesAverage standardized English achievement (PEAU)
Admissions 200-800
Proportion first generation Admissions 0.00-1.00
Dika & González-Barreto, 2009 AIR Forum
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Dependent Variable
Retention Full-time enrollment in second year of studies at
institution
Dika & González-Barreto, 2009 AIR Forum
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Data Analysis
Descriptive statistics and correlations among variables
Logistic regression
All statistical tests evaluated at the α=.05 level
All analyses conducted using Minitab Dika & González-Barreto, 2009 AIR Forum
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Descriptive Statistics
Dika & González-Barreto, 2009 AIR Forum
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Differences between Family Income-Education Groups
Ran an ANOVA to determine if differences in academic achievement among the four FIE groups HSGPA: Significantly higher for low income students,
regardless of parent education level – GPA higher for public school students
English achievement: Significantly higher for high income students, regardless of parent education level; and low income/not First Generation significantly higher than low income/First Generation
Dika & González-Barreto, 2009 AIR Forum
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Differences between Family Income-Education Groups
For academic achievement (first year GPA) Significantly higher for high income/not First
Generation students; no differences among the other 3 groups
FIE clearly seems to be a factor in college academic achievement for this sample
Dika & González-Barreto, 2009 AIR Forum
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Family Income and Education
Dika & González-Barreto, 2009 AIR Forum
Total FG = 22.5%Total low income = 33.4%
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Correlations
Dika & González-Barreto, 2009 AIR Forum
***p<.001
Results of particular interest:HSGPA and PFG – explain this as higher GPAs for public school studentsPFG and AVENG – shows marked school types, which we trace to public/private differences
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GPA lower for private school students, particularly for high income
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English achievement higher for private school students, regardless of income
Dika & González-Barreto, 2009 AIR Forum
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Math achievement higher for private school students, regardless of income
Dika & González-Barreto, 2009 AIR Forum
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Individual Level Predictors of Retention
Dika & González-Barreto, 2009 AIR Forum
Three individual level factors were significant for predicting retention High school GPA (z=14.30, p<.001) Family income and education
High-income/not First Generation students more likely to persist to second year than low-income/First Generation students (z=4.01, p<.001)
Standardized math aptitude (z=3.37, p<.01)
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School Level Predictors of Retention
Neither of the school level factors were significant for predicting retention
Dika & González-Barreto, 2009 AIR Forum
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Follow-Up Analysis - Achievement
After running the logistic regression for retention, we decided to explore the predictive value of these variables on achievement using stepwise regression College GPA – First year GPA Alpha to enter and remove = .15
Dika & González-Barreto, 2009 AIR Forum
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Predictors of Achievement
Dika & González-Barreto, 2009 AIR Forum
Final model explains 35% variance in college GPA High school GPA (25%) Average standardized English achievement in school
of origin (8%) Standardized math aptitude (1%) Standardized English achievement (.5%) Family income and education (each less than .25%)
HI-NFG> LI-FG students HI-FG< LI-FG students
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Interpretation and Discussion of Results - Retention
High school GPA emerged as the most important predictor (by far), and math aptitude was also significant
These elements compose 75% of the UPR admission index (HSGPA=50%, math aptitude=25%) – verbal aptitude in Spanish composes the other 25%
Dika & González-Barreto, 2009 AIR Forum
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Interpretation and Discussion of Results - Retention
Both family income and education level appear to play a role in retention – the combination of low-income and first generation puts students at a disadvantage when compared to peers from higher income homes where at least one parent has an associate degree
None of the school level factors predict retention Relative socioeconomic homogeneity of schools may
account for this
Dika & González-Barreto, 2009 AIR Forum
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Interpretation and Discussion of Results – Achievement
While the significance of high school GPA and math aptitude not surprising given results for retention, standardized English achievement – both individual and school level - emerged as factors English achievement be acting as a proxy for income
Dika & González-Barreto, 2009 AIR Forum
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Interpretation and Discussion of Results – Achievement
Result that students from high income, First Generation families perform significantly worse than students from low income, First Generation families suggest that parent education level may be more important than income in predicting achievement
Need to look closer at other characteristics of the sub-group of high income, First Generation – who are they? Do they come from particular schools or neighborhoods?
Dika & González-Barreto, 2009 AIR Forum
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Implications for Institutional Practices
Institutions can create programs or target additional resources toward students who might be at risk of leaving after the first year or for poor academic performance
Dika & González-Barreto, 2009 AIR Forum
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Conclusions
Preliminary study indicates that certain academic achievement and socioeconomic factors may be important predictors of retention and academic achievement for public college students in Puerto Rico
Certain school level factors may influence retention and achievement – more research must be conducted
Dika & González-Barreto, 2009 AIR Forum
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Limitations
Students at UPRM not representative of Puerto Rican college students in general Significantly higher retention and graduation rates
than all private four-year institutions; however, most selective institution on island
Model not inclusive of important variables that may predict retention
Measurement of income restricted by data available from admissions process
Dika & González-Barreto, 2009 AIR Forum
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Continuing Research
Continue refining measures of income at individual and school levels
Include variables on high school course-taking - e.g., advanced courses, number of math credits
Develop models to test school level effects using global school data available from PR Department of Education (limitation – public schools only)
Test model with other dependent variables – e.g., number of approved credits in first year
Dika & González-Barreto, 2009 AIR Forum
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Contact information:
Sandra Dika - [email protected] González-Barreto – [email protected]
Paper and presentation available for download at
http://oiip.uprm.edu/pres1.html
Dika & González-Barreto, 2009 AIR Forum