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Academic Success for Student Veterans Enrolled in Two-Year Colleges

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This study examined the relationship between college readiness of student veterans and retention, graduation, or transfer. I analyzed transcript and administrative data for student veterans who used GI Bill benefits at a public two-year college in Wisconsin. Results from logistic regression show that successful course completion rate (earning a C grade or above) is the strongest predictor for the probability of retention, graduation, or transfer. Those who had a higher Compass score in pre-algebra were more likely to persist, graduate, or transfer. Female and younger student veterans also demonstrated a higher probability of retention, graduation, or transfer than their male or older counterparts. However, those who transferred credits from military or other postsecondary institutions fared worse than those who did not. These findings emphasize the role of academic preparation on student veterans' achievement in a public two-year college context.
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Document Type: Research Article

Publication date: March 1, 2018

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  • The Journal of The First-Year Experience and Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as explorations into the academic, personal, and social experiences (including outcomes related to success, learning, and development) of students at a range of transition points throughout the college years; transition issues unique to specific populations (e.g., non-traditional, traditional, historically underrepresented students, transfer students, commuters, part-time students); and explorations of faculty development, curriculum, and pedagogical innovations connected to college transitions.
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