Making the Grade: Predicting Retention in Undergraduate Teacher Education

Researchers describe results from a longitudinal study of variables predicting retention in undergraduate teacher education. Selected teacher candidates' background characteristics were correlated with undergraduate grade point ratio (GPR) as a measure of academic success. The sample consisted...

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Bibliographic Details
Published in:Journal of college student retention : Research, theory & practice theory & practice, 2004, Vol.5 (3), p.275
Main Authors: Vare, Jonatha W, Dewalt, Mark W, Dockery, E. Ray
Format: Article
Language:English
Subjects:
Academic Achievement
Accreditation
Cognitive style
College students
Community colleges
Correlation
Data collection
Educational attainment
Families & family life
Fathers
Grade Point Average
High Risk Students
Higher education
Learning
Literature Reviews
Longitudinal Studies
Multiple Regression Analysis
Nontraditional Students
Occupations
Parent Background
Parents & parenting
Predictive Measurement
SAT assessment
Scholastic Aptitude Test
School Holding Power
Secondary schools
Shortages
Sociology
Student Behavior
Student Characteristics
Student Interests
Student retention
Success
Teacher Education
Teacher Education Programs
Teaching
Test Results
Undergraduate Students
United States (Southeast)
Universities
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Summary:Researchers describe results from a longitudinal study of variables predicting retention in undergraduate teacher education. Selected teacher candidates' background characteristics were correlated with undergraduate grade point ratio (GPR) as a measure of academic success. The sample consisted of 657 candidates in an initial course in teacher education. Data collection included the following: high school GPR; SAT scores; other pre-enrollment information such as parents' occupations and educational levels; and scores on McCarthy's Learning Type Measure (LTM) which reports four learning preferences or types. Multiple regression analysis revealed five significant variables that predicted first-year spring GPR in descending order: 1) SAT-V score; 2) SAT-M score; 3) high school GPR; 4) level of father's education; and 5) thinking/reflecting score on the LTM. Researchers discuss implications for teacher candidates' academic success. (Contains 9 tables.)
ISSN:1521-0251
1541-4167