Jones-White, D., Radcliffe, P., Huesman, R., & Kellogg, J. (2010). Redefining Student Success: Applying Different Multinomial Regression Techniques for the Study of
Student Graduation Across Institutions of Higher Education. Research in Higher
Education 51(2),154-174. doi: 10.1007/s11162-009-9149-4.
Associates with Research in Higher Education conducted a study in collaboration with the National Student Clearinghouse (NSC) to test a hypothesis that higher education degree attainment was based on many factors beyond the institution where the program originated, the primary category assessed by the Student Right to Know Act (SRK). Conducting their study over a six-year period, with the help of the NSC database and its 93 million student records, the researchers found that demographics, pervious academic ability, social integration, financial contribution, and gender all strongly affected student persistence. The singular focus of assessing degree attainment based solely on the originating institution was thusly challenged. The data supported a similar finding by the Higher Education Research Institute whose 2005 study indicated race, gender and type of learning institution were all contributing factors for degree attainment (Astin & Oseguera, 2005). Evaluating collective data, it appears multiple factors must be assessed to determine graduation attainment for students in higher learning institutes. Evaluating a singular factor for degree attainment offers a controlled viewpoint for a pervasive issue.
Tellez, K. (2011). A case study of a career in education that began with “Teach for
America,” Teaching Education, 22(1), 15-38. doi:
Researcher Tellez set out with a hypothesis that teacher pre-service was not necessarily a determining factor for how much success...