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Course Withdrawal Behaviors and Predictors of Course Withdrawal Among College Students

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  • Ibrahim Bicak

    (The University of Chicago)

Abstract

This study describes course withdrawal behaviors in the Texas public higher education institutions and examines the predictors of course withdrawal by using statewide administrative datasets. The findings showed that two-thirds of the college students in the sample withdrew from at least one course, highlighting course withdrawal as a prevalent issue among college students. Community college transfer students experienced the highest rate of course withdrawal (three-fourths) throughout their education, surpassing those who remained at a community college or initially enrolled in a public university. Moreover, this study’s findings revealed that various student and course characteristics are related to course withdrawals, such as cumulative college grade point average, summer enrollment, taking 15 semester credit hours, taking online courses, paid employment, and Pell Grant recipient status. Implications for practice, policy, and future research are discussed.

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  • Ibrahim Bicak, 2024. "Course Withdrawal Behaviors and Predictors of Course Withdrawal Among College Students," Research in Higher Education, Springer;Association for Institutional Research, vol. 65(2), pages 354-377, March.
    • Handle: RePEc:spr:reihed:v:65:y:2024:i:2:d:10.1007_s11162-023-09757-4
    DOI: 10.1007/s11162-023-09757-4
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    1. William Bosshardt, 2004. "Student Drops and Failure in Principles Courses," The Journal of Economic Education, Taylor & Francis Journals, vol. 35(2), pages 111-128, April.
    2. Aucejo, Esteban M. & French, Jacob & Ugalde Araya, Maria Paola & Zafar, Basit, 2020. "The impact of COVID-19 on student experiences and expectations: Evidence from a survey," Journal of Public Economics, Elsevier, vol. 191(C).
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