Tracking and explaining credit-hour completion

Abstract

This study highlights those factors associated with changes in earned hours for two cohorts of incoming freshmen during their first year at Cameron University. The objectives of this study are twofold: (a) to derive model(s) regressing the cumulative hours earned and differential hours earned on student demographic, socioeconomic, and academic characteristics; and (b) to provide succinct conclusions that will increase students’ satisfactory academic progress (SAP) based on the results. The study found that there have been changes at Cameron University related to the freshman first year experience, while there were no significant differences detected between the 2010 and 2011 cohorts. In addition, demographic variables (age, sex, race, and years since high school graduation) generally did not significantly explain earned hours or changes in earned hours. The significant predictors were generally tied to a student academic standing or factors for which the institution can exercise some control.