Research on      Re-Entry Students


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The effects of interrupted enrollment on graduation from college: Racial, income, and ability differences.
Authors: DesJardins, Stephen L.
Ahlburg, Dennis A.
McCall, Brian P.
Source: Economics of Education Review; Dec2006, Vol. 25 Issue 6, p575-590, 16p

Abstract: We present a multiple spells-competing risks model of stopout, dropout, reenrollment, and graduation behavior. We find that students who experience an initial stopout are more likely to experience subsequent stopouts (occurrence dependence) and are less likely to graduate. We also find evidence of the impact of the length of an initial spell on the probability of subsequent events (lagged duration dependence). We simulate the impacts of race, family income, and high school performance on student behavior and show that there are often very large differences between unadjusted rates of student outcomes and adjusted rates. Differences in student performance often ascribed to race are shown to be the result of income, age at entry, and high school performance. [Copyright 2006 Elsevier]


The Mystery of Stop-Outs: Do Commitment and Intentions Predict Reenrollment?
Authors: Woosley, Sherry
Slabaugh, Katie
Sadler, Aimee E.
Mason, Gary W.
Source: NASPA Journal; Winter2005, Vol. 42 Issue 2, p188-201, 14p, 3 charts

Abstract: Research on student withdrawals has largely ignored the issue of stop-outs, those students who withdraw from a college or university but subsequently reenroll. As a result, student withdrawals have been seen as an attrition issue. However, this study suggests they should be viewed as a retention possibility rather than an attrition issue. This study, done at a Midwest public university, sought to broaden the scope of previous research by examining the extent to which withdrawing students return to the institution and the extent to which goals, commitments, and experience predict reenrollment. Several important findings resulted from this research. First, many withdrawing students did return to the institution. Second, goals and commitments were significant predictors of reenrollment. Third, intention to return was a significant predictor of reenrollment. Fourth, a student's previous experience at the institution, rather than previous academic success, was a significant predictor of both reenrollment intentions and reenrollment. [ABSTRACT FROM AUTHOR]


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