HOPE Scholarship Status of Students in a Large General Education Course

We examined the extent to which socioeconomic status (SES), precollege academic variables, non-course collegiate measures, and in-course collegiate measures predicted receipt and/or retention of a Helping Outstanding Pupils Educationally (HOPE) scholarship at a major southeastern state university. S...

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Bibliographic Details
Published in:Journal of assessment and institutional effectiveness 2017-08, Vol.6 (2), p.99-122
Main Authors: Heaton, Eleanore T., Ciancio, Dennis J., Williams, Robert L.
Format: Article
Language:English
Subjects:
College students
college-grade predictors
collegiate in-course predictors
Education
General Interest
Grade point average
High school students
High schools
Hope
HOPE scholarship receipt
HOPE scholarship retention
Merit scholarships
Modeling
precollege academic predictors
Public Policy
Scholarship funds
SES predictors
Socioeconomic status
Standardized tests
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Summary:We examined the extent to which socioeconomic status (SES), precollege academic variables, non-course collegiate measures, and in-course collegiate measures predicted receipt and/or retention of a Helping Outstanding Pupils Educationally (HOPE) scholarship at a major southeastern state university. Students (N = 181) enrolled in seven sections of a 200-level general education course participated in the study. Logistic regression analyses revealed that SES and precollege academic models significantly predicted HOPE receipt. Within these models, high school grade point average proved to be the most consistent predictor of HOPE receipt. SES, in-course collegiate, and college grade models were the strongest predictors of HOPE retention.
ISSN:2160-6765
2160-6757
DOI:10.5325/jasseinsteffe.6.2.0099