Early Predictors of Early Freshman Year Attrition in Female Hispanic Students Page: 76
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to be unique, but nationally, it has been found to be so. The timing of the FES I may have
contributed to the high response rate due to it being facilitated during freshman orientation.
After orientation, but before the start of school, may be a better time to get a more accurate read
on the students' expectations. Another option is to include the survey in students' acceptance
letters and allow newly admitted students to complete the survey without any influences from
new student orientation program. Conducting follow up interviews with the students after the
surveys are completed may allow for more in-depth, qualitative analysis of the research topics.
Other variables that should be considered in future studies include high school GPA since
this would provide a more accurate picture of the student's likelihood of college success and
better alignment with Tinto's theory. Admissions status would be another variable to consider.
Whether a student was admitted as a provisional student as opposed to regular admission may
impact the expectations and experience of the student admitted provisionally. Knowing if the
student is a first generation college student or not would be another interesting variable to
include as this population is at a higher risk of not completing their college education (Sy &
Romero, 2008). Lastly, off campus activities should be considered as an involvement variable as
students may not be involved on campus but may be involved in activities within their local
communities and churches.
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Speed, Heather Faye. Early Predictors of Early Freshman Year Attrition in Female Hispanic Students, dissertation, August 2011; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc103396/m1/87/: accessed August 17, 2017), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .