Academic Success for Student Veterans Enrolled in Two-Year Colleges
Author(s): Chan, H.
Citation: Chan, H. (2018). Academic Success for Student Veterans Enrolled in Two-Year Colleges. Journal of The First-Year Experience & Students in Transition, 30(1), 49-69.
Abstract
This study examined the relationship between college readiness of student veterans and retention, graduation, or transfer. I analyzed transcript and administrative data for student veterans who used GI Bill benefits at a public two-year college in Wisconsin. Results from logistic regression show that successful course completion rate (earning a C grade or above) is the strongest predictor for the probability of retention, graduation, or transfer. Those who had a higher Compass score in pre-algebra were more likely to persist, graduate, or transfer. Female and younger student veterans also demonstrated a higher probability of retention, graduation, or transfer than their male or older counterparts. However, those who transferred credits from military or other postsecondary institutions fared worse than those who did not. These findings emphasize the role of academic preparation on student veterans’ achievement in a public two-year college context.
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