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Students are successful when they achieve their maximum potential and are well prepared to becometransformative leaders in their chosen fields of study. Easier conceptualized than accomplished, thissuccess is the result of a complex combination of factors and an outgrowth of quality instruction,opportunities for personal growth, access to resources, and a culture of connection with classmates,faculty, staff, and the institution. Each of these areas is an imperative ingredient for student success.Together, these components interact to provide the pathway for the greatest number of students to besuccessful.

Diese Dissertation kombiniert vier Studien im Bereich der Bildungsökonomie und der Programmevaluation. Ziel der Dissertation ist es, zu analysieren, wie unterschiedliche Faktoren studentische Leistung und Entscheidungen in höherer Bildung beeinflussen. Sie soll das Verständnis über Studiengebühren, Universitätssport und Studienfachwahl fördern und letztlich zu einer informierten Politikgestaltung in der höheren Bildung beitragen. Alle Kapitel achten besonders auf die Identifizierung kausaler Effekte. Die Dissertation nutzt institutionelle Gegebenheiten der Universität St. Gallen, die sich für experimentelle und quasi-experimentelle Forschungsstrategien anbieten. Das erste Kapitel präsentiert neue methodische Überlegungen, die für Studiengebührevaluation genutzt werden. Es leistet ebenfalls einen eigenständigen Beitrag zur Literatur über kausale Inferenz. Das Kapitel diskutiert Identifizierung anhand von Difference-in-Differences (DID) Ansätzen mit mehreren Treatments. Obwohl solche Situationen häufig in der angewandten Forschung auftreten, haben sie kaum theoretische Aufmerksamkeit erhalten. In diesem Kapitel werden zwei wichtige Erkenntnisse erläutert und ihre Auswirkungen auf prominente Beispiele diskutiert. Erstens: die Studie zeigt, dass eine angemessene Anwendung der Common Trend Annahme für den Vergleich von zwei Treatments die Möglichkeit der Effektheterogenität für mindestens eines der beiden Treatments einschränkt. Angesichts des nicht-zufälligen Treatmentstatus ist es unwahrscheinlich, dass diese Annahme in den meisten Anwendungen zutrifft. Zweitens: der Vergleich von zwei Treatments mit DID Strategien identifiziert unter bestimmten Bedingungen den tiefst möglichen absoluten Wert eines Average Treatment Effects on the Treated zwischen einem der beiden Treatments und der hypothetischen Situation ohne Treatment, selbst wenn die Homogenitätsannahme verletzt wird. Diese Bedingungen sind plausibel in Anwendungen, bei denen Treatments geordnet sind, oder sich in ihrer Intensität unterscheiden ...

Student success is a primary goal of all institutions of higher education. At Tribal Colleges and Universities (TCUs), unique institutions located in tribal communities primarily serving American Indian students, student success initiatives take a variety of forms. This report highlights student success initiatives at several TCUs. ; American Indian College Fund

The factors that affect young students' successes and failures in learning a foreign language with specific focus on the role of perceived causal attributions were examined. The content of self-assessment papers of 52 young learners studying English was analyzed to investigate the students'
success and failure attributions. It was found that both attributions were linked mostly to internal and unstable factors, with listening to the teacher and doing homework being the most significant. The results highlight the importance of language teachers' awareness of their students' attributions.

ABSTRACT: The Department of Accounting at our university implemented a Principles of Accounting Competency Exam (PACE) in an attempt to stem the high failure and withdrawal rates in Intermediate Accounting I. To support the PACE, we created a menu of study alternatives for students needing remedial instruction. During the period under review, we observed evidence of improvement in student success in Intermediate I. This discussion describes the PACE and its implementation during Fall 2006, but more importantly, it describes the supplemental measures we have taken to prepare students for the PACE.

Predicting academic success is essential in higher education because it is perceived as a critical driver for scientific and technological advancement and countries' economic and social development. This paper aims to retrieve the most relevant attributes for academic success by applying educational data mining (EDM) techniques to a Portuguese business school bachelor's historical data. We propose two predictive models to classify each student regarding academic success at enrolment and the end of the first academic year. We implemented a SEMMA methodology and tried several machine learning algorithms, including decision trees, KNN, neural networks, and SVM. The best classifier for academic success at the entry-level reached is a random forest with an accuracy of 69%. At the end of the first academic year, an MLP artificial neural network's best performance was achieved with an accuracy of 85%. The main findings show that at enrolment or the end of the first year, the grades and, thus, the student's previous education and engagement with the school environment are decisive in achieving academic success. Doi: 10.28991/ESJ-2023-SIED2-013 Full Text: PDF

The Integrated Postsecondary Education Data System measures persistence and completion rates for first‐time, full‐time students. The story that data tell about community colleges is incomplete, given the diverse populations of full‐ and part‐time students the colleges serve and the students' goals for enrolling.

HOLLYWOOD, FLA. — Student services professionals face challenges helping students succeed in a time of rapid change. At community colleges, external drivers such as the K–20 concept and the completion agenda impact the work that needs to be done. College officials are asked to prove, using data, that learning is happening. One‐third of all students transferred at least once in five years. And those are just a few of the factors that influence campus initiatives, said Kevin Pollock, president of St. Clair County Community College in Michigan. He spoke at the American Association of Collegiate Registrars and Admissions Officers Strategic Enrollment Management conference.

"But the TCUs are already doing it. Sense of belonging is in the fabric of TCUs," said Monte Schaff, Institutional Research Analyst from United Tribes Technical College, a small tribal college in Bismarck, North Dakota. He spoke at the American Association of Collegiate Registrars and Admissions Officers Strategic Enrollment Management conference in Aventura, Florida in November 2021.

In 2015, the Oregon Legislature enacted House Bill 2016, which directed the Oregon Department of Education (ODE) to develop and implement a statewide education plan for African American/Black students who are in early childhood through postsecondary education programs. The bill directed the ODE to convene an advisory group comprised of members of the African American/Black community and other stakeholders from across the state to provide guidance to the Department regarding the plan. This report examines the education plan for African American/Black students and all indicators of student success. ; Oregon Department of Education