Abstract
Currently, roughly one third of college students fit the federal government’s definition of first-generation college student status, meaning that neither parent has earned a baccalaureate degree (RTI International, 2023). This study utilized archival data at an access institution in the southeastern United States in a causal comparative study using binary logistic regression analysis to determine if first-generation college student status, gender, socioeconomic status, and academic preparedness are predictors for six-year graduation rates. Findings from this quantitative study determined that gender, socioeconomic status, and academic preparedness were significant predictors for graduation within six years of matriculation at the institution. A future qualitative study may provide context for the student experience and what factors influenced student success. These findings are intended to help administrators understand their student population and implement intervention strategies to increase graduation outcomes.
First Page
174
Last Page
200
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
This work is archived and distributed under the repository's standard copyright and reuse license, available here. Under this license, end-users may copy, store, and distribute this work without restriction. For questions related to additional reuse of this work, please contact the copyright owner.
Recommended Citation
Munro, B. L., McBrayer, J. S., Gutierrez de Blume, A. P., & Wells, P. (2024). Predicting retention, progression, and graduation of first-time freshmen students. Georgia Journal of College Student Affairs, 40(1), 174-200. https://doi.org/10.20429/gcpa.2024.400108