An investigation of cognitive and non -cognitive variables that affect student -athlete graduation and retention
Abstract
Colleges and universities continue to be held to accountability measures typically related to student graduation rates. Intercollegiate athletic programs are not immune to such accountability measures. For instance, in recent years the National Collegiate Athletic Association adopted the Academic Progress Rate, which holds institutions accountable for the graduation, retention, and eligibility status of its student-athletes. It is the moral obligation of intercollegiate administrators to ensure student-athletes are receiving a quality education culminating in graduation. The recent climate of higher education makes it critical to examine the variables which influence graduation and retention of student-athletes. This study examined student-athletes who entered the University of Texas at El Paso from 1998 to 2001. Using logistic regression analyses, pre-college, demographic, and college variables were investigated to determine which variables influence student-athlete graduation and retention. The independent variables used were: high school core grade point average, scholastic aptitude test score, high school class percentile, ethnicity, gender, parent income level, first semester college grade point average, first year college grade point average, scholarship status, eligibility status, and sport played. Results of the study show, when compared to all other variables, the two most significant variables that predict student-athlete graduation and retention are eligibility status and first-semester grade point average.
Subject Area
Educational administration|Higher education
Recommended Citation
Campos, Lisa D, "An investigation of cognitive and non -cognitive variables that affect student -athlete graduation and retention" (2009). ETD Collection for University of Texas, El Paso. AAI3358889.
https://scholarworks.utep.edu/dissertations/AAI3358889