Why Some HOPE Scholarship Recipients Retain the Scholarship and Others Lose It
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Why Some HOPE Scholarship Recipients Retain the Scholarship and Others Lose It Eleanore C. Trant & Katelyn E. Crabtree & Dennis J. Ciancio & Leslie A. Hart & Tiffany B. Watson & Robert L. Williams
# Springer Science+Business Media New York 2014
Abstract The study we report here examined parental, pre-course, and in-course predictors of students’ probability of retaining (n = 136) or losing the HOPE scholarship (n = 41). The study was conducted in a multi-section, entry-level course (n = 203) for the Teacher-Education Program at a large state university in the southeastern U.S. Logistic regression that included a special computation of standardized beta weights was used in determining the predictive strength of selected variables and groups of variables. The variables with the strongest standardized beta weights included class attendance, critical thinking ability, and high school GPA. Of the various sub-groups of variables, pre-course and in-course variables generated the strongest prediction models. All models did much better in predicting retention than loss of HOPE scholarships. Keywords HOPE scholarship . scholarship retention . scholarship loss . logistic regression
Eleanore C. Trant is a Ph.D. student in the School Psychology doctoral program at the University of Tennessee. Her primary research interests are student characteristics that contribute to college retention. Katelyn E. Crabtree is a Ph.D. student in School Psychology at the University of Tennessee. Her primary research interests are developmental disabilities and curriculum-based measures in reading. Dennis J. Ciancio has a Ph.D. is in Developmental Psychology from the University of Notre Dame and is currently an Assistant Research Professor at the University of Tennessee. His research interests include academic interventions, individual student differences, and assessment of student abilities. Leslie A. Hart is a Ph.D. student in the School Psychology at the University of Tennessee. Her primary research interests are interventions that promote student success at various levels. Tiffany B. Watson is a Ph.D. student in the School Psychology doctoral program at the University of Tennessee. Her primary research interests are positive behavior support plans. Robert L. Williams has a Ph.D. in Educational Psychology from George Peabody College of Education and currently is a Professor in School Psychology at the University of Tennessee. His research interests are critical thinking, class participation, and sociopolitical values of college students in southeastern state universities. He is the corresponding author for the study reported here. . E. C. Trant : K. E. Crabtree : D. J. Ciancio : L. A. Hart : T. B. Watson : R. L. Williams (*) Department of Educational Psychology and Counseling, The University of Tennessee, Knoxville, Tennesee 37996, USA e-mail: [email protected]
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Background The HOPE scholarship is among the best known financial resources for enabling well qualified students to attend college. The study we report here focu
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