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When and why American Indian/Alaska ...

Patterson Cross, Kyle.

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When and why American Indian/Alaska Native students graduate: A longitudinal study of student persistence in a tribal college.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	When and why American Indian/Alaska Native students graduate: A longitudinal study of student persistence in a tribal college./
作者:	Patterson Cross, Kyle.
面頁冊數:	161 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1162.
Contained By:	Dissertation Abstracts International64-04A.
標題:	Education, Community College. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3086986
ISBN:	0496347757

When and why American Indian/Alaska Native students graduate: A longitudinal study of student persistence in a tribal college.
Patterson Cross, Kyle.

When and why American Indian/Alaska Native students graduate: A longitudinal study of student persistence in a tribal college. - 161 p.

Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1162.

Thesis (Ed.D.)--Harvard University, 2002.

Tribal colleges provide unique postsecondary opportunities for more than 24,000 American Indian/Alaska (AI/AN) students living on or near Indian reservations yet very little research is available on student persistence at these schools. To develop strategies to help American Indian/Alaska Native students finish college, policymakers need to know both when and why students graduate at tribal colleges.

ISBN: 0496347757Subjects--Topical Terms:

1018008
Education, Community College.

When and why American Indian/Alaska Native students graduate: A longitudinal study of student persistence in a tribal college.
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245 1 0 $a When and why American Indian/Alaska Native students graduate: A longitudinal study of student persistence in a tribal college.
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500 $a Adviser: Judith D. Singer.
502 $a Thesis (Ed.D.)--Harvard University, 2002.
520 $a Tribal colleges provide unique postsecondary opportunities for more than 24,000 American Indian/Alaska (AI/AN) students living on or near Indian reservations yet very little research is available on student persistence at these schools. To develop strategies to help American Indian/Alaska Native students finish college, policymakers need to know both when and why students graduate at tribal colleges.
520 $a In my study, I examined the enrollment and graduation patterns of 1,135 tribal college students who studied at the Fort Berthold Community College (FBCC) on the Fort Berthold Indian Reservation in New Town, North Dakota between 1987 and 1995. By spring of 1997, only 232 students (20%) received either a two-year degree or nine-month certificate as their first degree. I first looked at when the tribal college students are most likely to graduate with their first degree. After controlling for selected variables, I examined whether academic and financial factors were associated with the risk of graduating.
520 $a The risk of graduating is initially very low (less than 5% in each of the first three semesters) and peaks (at 30%) at seven semesters. I identified three variables associated with graduation. First, students who were not members of the Three Affiliated Tribes showed a higher risk of graduation than Tribal members. Second, students who enroll full time are more likely to graduate then those who attend part time. Third, the higher the level of financial aid, the more likely the student will graduate. These results suggest that tribal college administrators and faculty need to be knowledgeable about their student bodies to develop appropriate interventions to encourage tribal college students to persist.
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