Abstract
Logit modeling was developed to explore the persistence of community college students. Independent variables included student demographic characteristics, purpose for enrolling, intention to return, frequency of informal interaction with faculty, and satisfaction with the college. Four separate models posited in this study indicate that persistence was a function of sex, purpose for enrolling, and intention to return. A posited model of academic integration indicated that measures of academic integration, including grade-point average, number of hours spent studying each week, and frequency of informal interaction with faculty were independent of persistence. A synopsis of the connections between the findings reported here and conceptual models of persistence focusing on four-year colleges and universities is presented.
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Voorhees, R.A. Toward building models of community college persistence: A logit analysis. Res High Educ 26, 115–129 (1987). https://doi.org/10.1007/BF00992024
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DOI: https://doi.org/10.1007/BF00992024