From Theory to Action: Exploring the Institutional Conditions for Student Retention

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Changes in implicit theories of ability in biology and dropout from STEM majors: A latent growth curve approach (2014, methodology): “Important predictors of STEM retention and persistence have been identified in prior research (e.g., economic, socio-cultural, academic, institutional-classroom, and personal factors; Seymour & Hewitt, 1997; Tinto, 1993, 2010).”
A scalable goal-setting intervention closes both the gender and ethnic minority achievement gap (2015, background): “Thus, it comes as little surprise that overall college completion rates have remained relatively stable over the past 20 years (Carey, 2004; Tinto, 2010), while the establishment of a widely adopted means of improving academic achievement and decreasing drop-out in post-secondary education has…”