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Late-admits, a retention black hole: a cross-sectional survey design
Dissertation   Open access

Late-admits, a retention black hole: a cross-sectional survey design

Bryan Boppert
Doctor of Education (Ed.D.), Drexel University
Dec 2021
DOI:
https://doi.org/10.17918/00000753
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Abstract

School management and organization Public universities and colleges College graduates--Statistics College dropouts--Prevention Late registration Late admit Late starts
Students admitted late to college, also known as late-admits, are postsecondary students who apply to, get accepted by, and enroll in classes at colleges and universities two weeks prior to the start of a semester through the end of the add/drop period. This population has been studied extensively at the community college level, with findings indicating that late-admits experience lower levels of academic success than their early and on-time counterparts. However, little is known about these students and their success rates in the context of four-year public colleges. With the current national focus on higher education retention and graduation rates, college leaders need to understand the relationship between the timing of late-admits' registration activities and their retention and graduation rates. This cross-sectional survey research examined the attitudes, beliefs, and opinions of staff from public four-year institutions in the New England region who have worked with both late-admits and on-time students to determine their views on whether the success rates of the two groups of students differ. Similar to the findings of prior studies that investigated late-admit community college student outcomes, evidence gathered through this study suggests a lack of success and lower graduation rates for late-admits at four-year public colleges in the New England region. This information should be considered by leaders at four-year public institutions when reviewing their schools' policies and practices regarding admitting students late to ensure parameters are set that enhance students' opportunities for success and increase retention and graduation rates for all who seek a higher education. This research adds to the literature on late-admit students by focusing on this population in public four-year colleges in the New England region. Keywords: Late-admit, late-starts, four-year public college, late registration, retention rate, graduation rate

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