Sandra L. Dika, PhD, Assistant Professor David R. González-Barreto, PhD, Professor

Individual and school-level effects of academic preparation

and socioeconomic factors on retention of university students

in Puerto Rico Sandra L. Dika, PhD, Assistant Professor

David R. González-Barreto, PhD, Professor

Office of Institutional Research and PlanningUniversity of Puerto Rico - Mayaguez

2009 Association for Institutional Research Forum, Atlanta, GAJune 1, 2009

Dika & González-Barreto, 2009 AIR Forum

Introduction

Over two decades of research in United States on factors associated with retention in college Previous academic achievement

High school GPA Standardized test scores, e.g., SAT

Socioeconomic factors Family income Parental education attainment (first generation)


Introduction Research in K-12 education indicates effects of

school culture and environment on: High school achievement High school completion College attendance

Some studies looking at the effects of social and cultural capital on college attendance, retention, and achievement model “quality of school” (e.g., Perna, 2000; Wells, 2008)


Introduction

Research on college retention outside the US – in different social, cultural, and economic contexts - is limited

No published research on factors that influence retention in Puerto Rico, however, institutional research at largest public institution points to possible relationships


Puerto Rico

Puerto Rico

Puerto Rico:Dimensions: 180 km x 65 kmPopulation: 3.8 millionsPop. Density: 325 p/km2

N

Population densities:US: 31 p/km2

Mexico: 54.5 p/km2

Canada: 3.3 p/km2

Family Income in Puerto Rico


Connection Between UPR Admission Index and Income


Connection Between Retention and Income (UPRM)


Performance based on High School of Origin

Five college level indicators (CI) to provide feedback to high school personnel on the performance of their students at our institution First year retention rate GPA in math, Spanish, and English courses Graduation rate

Some surprises that counter common perceptions about students from local high schools


Filling the Gap

Need for a study to examine which academic achievement and socioeconomic factors play a role in retention for Puerto Rican college students

Need for additional exploration of school level factors (as social and cultural capital) in college retention


Research Question

How well do individual and school-level academic achievement and socioeconomic factors predict retention of public college students in Puerto Rico?


University of Puerto Rico Mayaguez

Part of UPR system (11 campuses) Over 12,000 students Bilingual Hispanic Serving Institution STEM focused (60% of undergraduates) High female participation in STEM 71% receive financial aid 22% “first generation”


Sample and Instrumentation

All first-year, first time students entering UPRM between 2000 and 2007 in two income categories representing income extremes for our population (N=5,408): $15,000 and below $40,000 and above

All variables obtained or created from data available in institutional student information system – admissions and enrollment data


Measuring Family Income

Family income measurement restricted due to data available from UPR admissions form Nine (9) categories from less than $7,500 to $50,000

or higher We chose to include income “extremes” (bottom 2

and top 2 categories) to approximate low-income and high-income families in the context of Puerto Rican society (based on census data; median income for family of four: $26,822)


Measuring “First Generation”

Most research operationalizes “First Generation” college students as those for whom neither parent has completed a four-year college degree

Our operationalization of “First Generation” is slightly different based on local context: students for whom neither parent has completed studies after high school


Measuring School Level Effects PR Department of Education and UPR in process of

developing comprehensive K-16 database for public education

School level variables in this study are averages or proportions for students admitted to UPRM and are not representative of the entire high school student body from those schools

May consider that these represent social and cultural capital among peer groups of “college goers”


Independent Variables – Individual Level

Variable Source Possible ValuesHigh school GPA Admissions 2.00-4.00

Standardized English achievement (PEAU)

Admissions 200-800

Standardized math aptitude (PEAU)

Admissions 200-800

Family income and education or FIE (dummy)

Admissions Low-income, First Generation (reference category)Low-income, Not First GenerationHigh-income, First GenerationHigh-income, Not First Generation


Independent Variables – School Level

Variable Source Possible ValuesAverage standardized English achievement (PEAU)

Admissions 200-800

Proportion first generation Admissions 0.00-1.00


Dependent Variable

Retention Full-time enrollment in second year of studies at

institution


Data Analysis

Descriptive statistics and correlations among variables

Logistic regression

All statistical tests evaluated at the α=.05 level

All analyses conducted using Minitab Dika & González-Barreto, 2009 AIR Forum

Descriptive Statistics


Differences between Family Income-Education Groups

Ran an ANOVA to determine if differences in academic achievement among the four FIE groups HSGPA: Significantly higher for low income students,

regardless of parent education level – GPA higher for public school students

English achievement: Significantly higher for high income students, regardless of parent education level; and low income/not First Generation significantly higher than low income/First Generation


Differences between Family Income-Education Groups

For academic achievement (first year GPA) Significantly higher for high income/not First

Generation students; no differences among the other 3 groups

FIE clearly seems to be a factor in college academic achievement for this sample


Family Income and Education


Total FG = 22.5%Total low income = 33.4%

Correlations


***p<.001

Results of particular interest:HSGPA and PFG – explain this as higher GPAs for public school studentsPFG and AVENG – shows marked school types, which we trace to public/private differences

GPA lower for private school students, particularly for high income


English achievement higher for private school students, regardless of income


Math achievement higher for private school students, regardless of income


Individual Level Predictors of Retention


Three individual level factors were significant for predicting retention High school GPA (z=14.30, p<.001) Family income and education

High-income/not First Generation students more likely to persist to second year than low-income/First Generation students (z=4.01, p<.001)

Standardized math aptitude (z=3.37, p<.01)

School Level Predictors of Retention

Neither of the school level factors were significant for predicting retention


Follow-Up Analysis - Achievement

After running the logistic regression for retention, we decided to explore the predictive value of these variables on achievement using stepwise regression College GPA – First year GPA Alpha to enter and remove = .15


Predictors of Achievement


Final model explains 35% variance in college GPA High school GPA (25%) Average standardized English achievement in school

of origin (8%) Standardized math aptitude (1%) Standardized English achievement (.5%) Family income and education (each less than .25%)

HI-NFG> LI-FG students HI-FG< LI-FG students

Interpretation and Discussion of Results - Retention

High school GPA emerged as the most important predictor (by far), and math aptitude was also significant

These elements compose 75% of the UPR admission index (HSGPA=50%, math aptitude=25%) – verbal aptitude in Spanish composes the other 25%


Interpretation and Discussion of Results - Retention

Both family income and education level appear to play a role in retention – the combination of low-income and first generation puts students at a disadvantage when compared to peers from higher income homes where at least one parent has an associate degree

None of the school level factors predict retention Relative socioeconomic homogeneity of schools may

account for this


Interpretation and Discussion of Results – Achievement

While the significance of high school GPA and math aptitude not surprising given results for retention, standardized English achievement – both individual and school level - emerged as factors English achievement be acting as a proxy for income


Interpretation and Discussion of Results – Achievement

Result that students from high income, First Generation families perform significantly worse than students from low income, First Generation families suggest that parent education level may be more important than income in predicting achievement

Need to look closer at other characteristics of the sub-group of high income, First Generation – who are they? Do they come from particular schools or neighborhoods?


Implications for Institutional Practices

Institutions can create programs or target additional resources toward students who might be at risk of leaving after the first year or for poor academic performance


Conclusions

Preliminary study indicates that certain academic achievement and socioeconomic factors may be important predictors of retention and academic achievement for public college students in Puerto Rico

Certain school level factors may influence retention and achievement – more research must be conducted


Limitations

Students at UPRM not representative of Puerto Rican college students in general Significantly higher retention and graduation rates

than all private four-year institutions; however, most selective institution on island

Model not inclusive of important variables that may predict retention

Measurement of income restricted by data available from admissions process


Continuing Research

Continue refining measures of income at individual and school levels

Include variables on high school course-taking - e.g., advanced courses, number of math credits

Develop models to test school level effects using global school data available from PR Department of Education (limitation – public schools only)

Test model with other dependent variables – e.g., number of approved credits in first year


Contact information:

Sandra Dika - [email protected] González-Barreto – [email protected]

Paper and presentation available for download at

http://oiip.uprm.edu/pres1.html


Sandra L. Dika, PhD, Assistant Professor David R. González-Barreto, PhD, Professor

Documents

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