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dc.contributor.advisorMacGregor, Cynthia J. (Cynthia Jane), 1962-eng
dc.contributor.authorHornberger, Robert S., 1972-eng
dc.date.issued2010eng
dc.date.submitted2010 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 26, 2010).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Cynthia MacGregor.eng
dc.descriptionVita.eng
dc.descriptionEd. D. University of Missouri--Columbia 2010.eng
dc.description.abstractThis quantitative study examined a sample of 249 conditionally admitted firsttime freshman at a four year public university to answer four research questions pertaining to the potential prediction of academic success and college retention for conditional admits. The single-stage, convenience sample (Creswell, 2003) included variables related to student demographic, academic admission, first year academic success, and college admission factors were included in the study. The findings of the study revealed that an emphasis on core curriculum classes taken during high school, especially the senior year, and the core curriculum coursework GPA should be emphasized by policymakers as determinants for admission exceptions. The results also highlighted the ACT English sub score for the full sample, and the high school GPA for the male sub group, as significant predictors of academic success and college retention. Other factors analyzed in the study, including the type of high school, whether a student earned college credit prior to college, whether a student participated in high school athletics, whether a student was an athlete at the college of study, ethnicity and race, whether the student received application for admission fee waiver, and the type of conditional admit, did not qualify as significant predictors in the final statistical model.eng
dc.description.bibrefIncludes bibliographical referenceseng
dc.format.extentxi, 174 pageseng
dc.identifier.merlinb77816031eng
dc.identifier.merlinb77816031eng
dc.identifier.oclc654121223eng
dc.identifier.urihttps://doi.org/10.32469/10355/8332eng
dc.identifier.urihttps://hdl.handle.net/10355/8332
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.rightsOpenAccess.eng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
dc.subject.lcshCollege freshmeneng
dc.subject.lcshCollege dropouts -- Preventioneng
dc.subject.lcshAcademic achievementeng
dc.titlePredictors of academic success for conditionally admitted first-time freshmen at a four-year public universityeng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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