Access and Persistence: Findings From 10 Years of Longitudinal Research on Students

By Susan P. Choy. 2001

172 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ee15cfe7d9c0a8329d55176148988560a61f3893

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Citations in the corpus

Referral, Enrollment, and Completion in Developmental Education Sequences in Community Colleges. CCRC Working Paper No. 15. (2008, background): “4 For critical analysis of the research on remediation, see Grubb (2001), Bailey and Alfonso (2005), Perin (2006), Levin and Calcagno (2008), and Bailey (2009).”
Developing Self-Authorship: Exploring the Experiences of High-Risk College Students (2003, background): “At present, researchers conceptualize the high-risk college student as one whose academic background (academic preparation), prior performance (low high school or first-semester college GPA), or personal characteristics may contribute to academic failure or early withdrawal from college (Choy, 2002;”
Faculty as Sources of Support for LGBTQ College Students (2016, background): “Choy (2002) described high-risk students as those who struggle academically and who do not have supports in place for degree completion.”
The Impact of Faculty and Staff on High-Risk College Student Persistence (2011, background): “…academic preparation, prior school performance, or personal characteristics may contribute to academic failure or early departure from college (Choy, 2002), the term high-risk implies that risk level is conceptualized on a continuum rather than as a static quality that a student possesses…”
Descriptive Summary of 2003-04 Beginning Postsecondary Students: Three Years Later (2008, background): “, and Choy, S. (2008). Descriptive Summary of 2003–04 Beginning Postsecondary Students: Three Years Later (NCES 2008-174).”
A Review of Attributional Retraining Treatments: Fostering Engagement and Persistence in Vulnerable College Students (2009, background): “Despite increasingly stringent admissions criteria, however, US college students are taking longer to graduate or simply withdrawing altogether (Astin, 1997; Choy, 2002; Elkins et al., 2000; Horn, 1998).”
Increasing Success Rates in Developmental Math: The Complementary Role of Individual and Institutional Characteristics (2015, background): “These variables have consistently been found in the literature to be associated with student academic success (e.g., Bahr, 2009; Choy, 2002; Crisp & Delgado, 2014; Pascarella & Terenzini, 2005).”