Relevant bibliographies by topics / Attrition rates

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Attrition rates'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Attrition rates"

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Airey, Jo. "Attrition rates: the student perspective." British Journal of Nursing 21, no. 5 (March 6, 2012): 310. http://dx.doi.org/10.12968/bjon.2012.21.5.310.

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Kennedy, Donald. "Attrition Rates of Mature Engineers." Engineering Management Journal 18, no. 3 (September 2006): 36–40. http://dx.doi.org/10.1080/10429247.2006.11431702.

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Scott, Graham. "Fines for high student attrition rates." Nursing Standard 19, no. 9 (November 10, 2004): 5. http://dx.doi.org/10.7748/ns.19.9.5.s7.

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Coakley, Ann Louise. "Nurse education: attrition rates in the UK." Nursing Standard 11, no. 48 (August 20, 1997): 45–47. http://dx.doi.org/10.7748/ns.11.48.45.s44.

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Parish, Colin. "Student attrition rates in England fall dramatically." Nursing Standard 16, no. 43 (July 10, 2002): 4. http://dx.doi.org/10.7748/ns.16.43.4.s3.

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Hughes, Hazel Alexandra. "Factors influencing attrition rates in midwifery students." Nursing Standard 27, no. 26 (February 27, 2013): 42–48. http://dx.doi.org/10.7748/ns2013.02.27.26.42.e7130.

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Sibson, Robin. "Statistics agency does not calculate attrition rates." Nursing Standard 20, no. 49 (August 16, 2006): 32. http://dx.doi.org/10.7748/ns.20.49.32.s40.

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Ferguson, Charles M. "Trends in Attrition Rates for Surgical Faculty." Journal of the American College of Surgeons 217, no. 3 (September 2013): 560. http://dx.doi.org/10.1016/j.jamcollsurg.2013.05.022.

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Esbensen, Finn-Aage, Michelle Hughes Miller, Terrance Taylor, Ni He, and Adrienne Freng. "Differential Attrition Rates and Active Parental Consent." Evaluation Review 23, no. 3 (June 1999): 316–35. http://dx.doi.org/10.1177/0193841x9902300304.

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Jones-Berry, Stephanie. "Survey confirms failure to tackle attrition rates." Nursing Standard 33, no. 6 (September 5, 2018): 19–22. http://dx.doi.org/10.7748/ns.33.6.19.s12.

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Dissertations / Theses on the topic "Attrition rates"

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Gómez, Varela Jorge Isaías. "Protestant growth and desertion in Costa Rica viewed in relation to churches with higher attrition rates, lower attrition rates, and more mobility, as affected by evangelism ... /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Helies, Frank C. "Factors promoting retention and attrition rates of college and shop certified SCUBA divers /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726191911102.

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Uttley, Paul L. Beckner Weldon. "The impact of first year mentoring experiences on the attrition rates of alternatively certified teachers." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/5005.

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Moore, Brittany E. "A Comparison of Attrition Rates in Dental Hygiene Programs Using Selective and Non-Selective Admissions." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429878459.

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Taylor, Rosema Jackielyn. "Reducing High-Risk Young Adult Offenders' Attrition From Reentry Programs." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5135.

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Reentry programs have been demonstrated to reduce recidivism. These same programs experience high attrition rates that degrade effectiveness and reduce capacity. Recidivism rates are reported as over 77% after 5 years from release which negatively impact society, victims and the released offenders. The purpose of this grounded theory study was to examine recently released offenders' insights regarding attrition from reentry programs to provide program administrators with themes that may be useful in addressing attrition. Social learning theory was used to frame the study. Audio recordings were collected during semistructured interviews with 21 reentry program participants. The recordings were transcribed and organized by stage and individual participant. The data was then coded to develop emergent themes about attrition. The themes were unawareness of reentry programs, inefficient learning processes, and lack of cooperative relationships. The themes that offer insight into the self-reported feelings were optimism turns to frustration when learned skills do not provide the expected outcomes and willingness to inform others about the reentry program. Results may provide reentry program administrators with insights to improve the design and execution of reentry programs to facilitate completion by high-risk offenders, which may lower the risk of recidivism.
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Misiewicz, John M. "Extension of aggregation and shrinkage techniques used in the estimation of Marine Corps Officer attrition rates." Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/25936.

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Macon, Dorothea A. "Factors influencing retention and attrition rates of basic skills level I students at Milwaukee Area Technical College." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000macond.pdf.

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Ruarte, Daniel E. "Rethinking Hispanic Attrition Rates at U.S. Post-Secondary Institutions| An Evaluation Study Conducted at Latino Private College." Thesis, University of Southern California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930062.

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This research focused on addressing high attrition rate of Latino students at U.S. post-secondary institutions. National data reports that Hispanics hold the lowest degree completion rate (16%) of post-secondary degrees (NCES, 2015). The study was guided by Clark and Estes (2008) analytic framework, which required the validation of knowledge, motivation, and organizational influences that could potentially be barriers to reach organizational goals. A qualitative case study approach with an emphasis on evaluation was done at a small private college that transitioned from being a predominantly White institution to become a certified Hispanic Serving Institution with more than 25% Latino enrollment in 2014 and almost 50% in 2017. The implications of the case study to the educational community are immense, first, institutions need to treat each individual with much value and respect, each student that is enrolled and paying tuition deserves the highest quality in educational practice. Thus, higher education institutions must assess performance and provide the highest level of training and professional development in areas that need improvement. Second, even with the many different responsibilities and distractions administrators and institutions have on a daily basis, in order to increase student retention (or to improve in any other area), institutions must cultivate a healthy sense of urgency and eagerness to participate in the change process. Moreover, a strategic model of Hispanic retention emerged from the research and it is presented in the discussion section of Chapter Five.

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Malmberg, Eric D. "Retention and Attrition of Doctoral Candidates in Higher Education." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2673/.

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A number of studies have been conducted on the attrition rates of undergraduate and graduate students. However, the body of knowledge concerning attrition for doctoral students, especially those who have attained the level of “all but dissertation” (ABD), is limited. The purpose of this research was to examine retention and attrition factors of doctoral candidates from a typical Higher Education Doctoral Program (Research II Public Institution) who were admitted to candidacy from 1991 through July 2000. Participation of the subject population was limited to those who had attained the level of ABD--those who had previously fulfilled the residency, coursework, foreign language or tool-subject requirements, and successfully completed the comprehensive/qualifying exams. This population included current ABDs, previously attrited ABDs, and graduates of the degree program. The research study was qualitative and intended to identify the effect of specific, predetermined factors that may have influenced or affected the progress of current, previous, and graduated students towards the doctoral degree in higher education. This study obtained responses to questions from the questionnaire/survey instrument concerning factors that affected program completion or attrition. Students had the opportunity to elaborate on factors from their dissertation, advisement, and personal, financial, and employment experiences that affected their ability to complete the program through open-ended question responses. By examining key factors in the doctoral degree experience from the three sample groups (current ABDs, previous ABDs, and graduated Ed.Ds), this study was able to draw some conclusions about doctoral attrition. Reconstructing and comparing the experiences of ABDs from the point of candidacy to the point of attrition or completion of the program determined trends, commonalities, and issues affecting achievement. Results of this study add to the limited research concerning ABD attrition and provide an insight from the student perspective as to the obstacles and support variables in the quest for the doctoral degree.
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Johnson, Charles W. (Charles Windle). "The Association Between Testing Strategies and Performance in College Algebra, Attitude Towards Mathematics, and Attrition Rate." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330880/.

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The purposes of the study were: (1) to determine the effects of four testing strategies upon performance in college algebra, attitude towards mathematics, and attrition rate; (2) to determine the effects of two types of frequent testing upon performance, attitude, and attrition rate, (3) to determine the effects of different frequencies of in-class testing upon performance, attitude, and attrition rate; and (4) to draw conclusions which might help in selecting testing methods for college algebra classes.
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Books on the topic "Attrition rates"

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Read, Robert R. The use of shrinkage techniques in the estimation of attrition rates for large scale manpower models. Monterey, Calif: Naval Postgraduate School, 1988.

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Misiewicz, John M. Extension of aggregation and shrinkage techniques used in the estimation of Marine Corps Officer attrition rates. Monterey, Calif: Naval Postgraduate School, 1989.

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Hewitt, Nancy M. Factors contributing to high attrition rates among science, mathematics, and engineering undergraduate majors: Report to the Alfred P. Sloan Foundation. Boulder, Colo: Ethnography and Assessment Research, Bureau of Sociological Research, University of Colorado, 1991.

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Seago, Jean Ann. Admission policies and attrition rates in California community college nursing programs: Background and summary of findings and recommendations of the California Postsecondary Education Commission. Sacramento, Calif: California Postsecondary Education Commission, 2003.

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Kapteyn, Arie. Effects of attrition and non-response in the health and retirement study. Bonn, Germany: IZA, 2006.

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Yasin, Naci. Application of logistic regression to the estimation of manpower attrition rates. 1987.

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Varela, Jorge Isaias Gomez. Protestant growth and desertion in Costa Rica: Viewed in relation to churches with higher attrition rates, lower attrition rates, and more mobility, as affected by evangelism ... 1995.

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Kurlandski, Howard Martin. An analysis of retention programs and attrition rates at Devry Institute of Technology. 1994.

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Ferris, Jacqueline Ann. Disadvantaged students in university: An analysis of attrition rates and patterns at the University of Toronto. 1991.

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Disadvantaged students in university: An analysis of attrition rates and patterns at the University of Toronto. Ottawa: National Library of Canada = Bibliothèque nationale du Canada, 1992.

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Book chapters on the topic "Attrition rates"

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Kato, Fumie, and Ryan Spring. "Utilizing peer teaching and tutoring to decrease attrition rates." In Strategies for Growing and Enhancing University-Level Japanese Programs, 53–73. 1. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429353451-4.

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Genoni, Andreas, Jean Philippe Décieux, Andreas Ette, and Nils Witte. "Setting up Probability-Based Online Panels of Migrants with a Push-to-Web Approach: Lessons Learned from the German Emigration and Remigration Panel Study (GERPS)." In IMISCOE Research Series, 289–307. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67498-4_16.

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AbstractWe address two major challenges in setting up probability-based online panels of migrants, using the German Emigration and Remigration Panel Study (GERPS) as an example. The first challenge is potential spatial and social selectivity in unit response when using push-to-web recruitment. To address the first challenge, we draw on a split ballot experiment with return migrants in wave 1 of GERPS. The related analysis uses population register data and geo data. We use logistic regressions to compare unit nonresponse between a push-to-web-only control group (n = 5999) and two sub-samples (each n = 1000) with optional paper and pencil interviews (PAPI). The second challenge is panel attrition. To address the second challenge, we investigate the role of individual-level and survey-related factors for panel consent. The regression analysis uses GERPS data of first-wave respondents, estimating panel consent rates for responding remigrants in general (n = 6395) and in the experiment sample (n = 2130). We find that the provision of an optional paper questionnaire marginally increases the likelihood of response. The positive correlation of PAPI and response rate, however, is counterbalanced by a negative correlation with the likelihood of panel consent. This suggests a trade-off scenario to the detriment of either response rates or panel participation rates.
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Mieriņa, Inta. "An Integrated Approach to Surveying Emigrants Worldwide." In IMISCOE Research Series, 13–33. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12092-4_2.

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Abstract This chapter describes the research design applied in the research project The Emigrant Communities of Latvia: National Identity, Transnational Relations and Diaspora Politics, which forms the empirical core of this volume. It discusses this methodology in the context of other migration studies and major surveys on migration. Compared to previous studies The Emigrant Communities of Latvia is the most inclusive in terms of the target audience. All Latvians and Latvian nationals abroad were invited to participate in the survey, applying a broad and open definition of ‘Latvian diaspora’ based on personal identification with the Latvian nation and/or citizenship. Being Web-based, the survey did not impose any limitations as to geographic location, aiming at all countries in the world. Combining a wide range of respondent recruitment channels and techniques and supported by a media campaign, the survey reached 14,068 respondents in 118 countries. Innovative solutions were used to increase response rates and to decrease attrition. Several research topics in this study required separate qualitative research approaches. Thus, 159 partly-structured in-depth interviews were also conducted in countries where the Latvian diaspora is largest, as well as in-depth interviews with return migrants and diaspora policy experts. The new methodology has far-reaching potential to be applied to the study of other migrant groups in Europe and beyond. Importantly, The Emigrant Communities of Latvia project has tested and empirically proven the potential of Web surveys in collecting the opinions of large populations of migrants in many countries.
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Johnson, Tonya, and Edward Lehner. "Understanding the Attrition Rates of Diverse Teacher Candidates." In Overcoming Current Challenges in the P-12 Teaching Profession, 268–90. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1177-0.ch012.

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The National Center for Education Statistics has indicated that the vast majority of New York State teaching positions remain disproportionately reflective of and populated by members of the dominant culture even while student populations grow increasingly diverse. New York has experienced a dramatic increase in the number of racially and ethnically diverse students, including many immigrant groups, in nearly all regions of the state. Consistently, teacher education research has underscored the importance of having multilingual, multiethnic, and multiracial teacher candidates successfully enter the teaching profession. Yet it appears that too few teacher preparation programs have altered preparation practices to accommodate this need. While acknowledging the need for a more diverse teaching force, this chapter examines 5 years of teacher candidates' educational outcomes in an urban community college. The empirical data underscore a complicated and often exclusionary teacher preparation pathway. This pathway, inadvertently, often precludes racially and ethnically diverse teacher candidates.
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Cosgrove, Preston B. "The Nature of Success in Doctoral Education." In Self-Directed Learning Strategies in Adult Educational Contexts, 90–109. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8018-8.ch005.

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Doctoral attrition rates have remained around 50% for nearly four decades at significant costs to the student, department, institution, and society. In this chapter, the author analyzes the literature and make an argument for three critical strategies of degree completion: 1) the nature of the adult doctoral student, which involves an identity shift from dependent student to independent scholar; 2) the nature of the doctoral advisor, which involves more holistic supervision and support; and 3) the nature of goal-setting, which acts to organically link the two and focus effort and attention. Taken together, they provide a holistic framework that can counter the pervasive attrition rates and lead to greater doctoral student success.
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Stefaniak, Jill, Jilian L. Reynolds, and Tian Luo. "Improving Classroom Management and Teacher Retention." In Advances in Human Resources Management and Organizational Development, 201–26. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0054-5.ch011.

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This case explores how a needs assessment was conducted at a middle school experiencing high rates of teacher turnover. Pamela Frost, an experienced instructional designer, was assigned to assess the situation and identify opportunities to improve professional development opportunities for the teachers. As a part of a needs assessment, Pamela gathered data to address needs pertaining to classroom management challenges, teacher attrition rates, and establishing relations with the local community. This case explores how Pamela gathered data and triangulated her findings to determine what interventions were needed.
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Hinton, Samuel L. "Factors That Influence the Retention of Freshmen Students at Historically Black Colleges and Universities." In Critical Assessment and Strategies for Increased Student Retention, 74–89. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2998-9.ch005.

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The research study was guided by such theories as social interactionist, student involvement framework, and student attrition framework that were to form the frame of references or foundation for the study. The social interactionist framework used students' backgrounds characteristics; shared values and a friendship to explain behavior while the student attrition framework used intentions attitudes and believe. In integrating the two theories, the researcher was able to predict or explain the study outcomes and link them to the existing body of knowledge. This research presented the theoretical framework of the study on factors that affected retention among freshmen students at Historically Black Colleges and Universities. The research problem in this chapter was factors that affected retention among freshmen students at HBCUs. This research problem anchored the entire study and formed the basis of constructing the study's theoretical framework. The key variables in this study were the freshmen students, theories, retention rates, and the factors affecting retention.
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"Research in palliative care." In Oxford Handbook of Palliative Care, edited by Max Watson, Rachel Campbell, Nandini Vallath, Stephen Ward, and Jo Wells, 53–62. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198745655.003.0003.

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Research in palliative care is gaining momentum and good quality research is helping form an evidence base which clinicians will be able to work within. There are ongoing challenges with carrying out research in palliative care, including high attrition rates, culture and ethical views around research in patients with terminal illness, funding, and gatekeeping. However, it is essential that to provide the best care that robust research is carried out. This can take the form of qualitative and quantitative research, and both are useful and valid in developing a research base of evidence if they are used in the correct contexts.
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Robbennolt, Jennifer K., and Valerie P. Hans. "The Real World of Torts." In The Psychology of Tort Law. NYU Press, 2016. http://dx.doi.org/10.18574/nyu/9780814724941.003.0002.

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This chapter describes the “real world” of torts by describing patterns in the ways in which tort cases are litigated—or not. Key patterns include the high rates at which injured persons choose to lump it rather than bringing a claim; the ways in which injuries are transformed into tort claims through a process of naming, blaming, and claiming; significant attrition from the formal process (the dispute pyramid); increasingly infrequent trials, a trend known as the vanishing trial. The chapter describes the motives of litigants for bringing and defending tort cases, the ways in which attorneys and litigants make decisions about settlement, and the role of insurance throughout the process.
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Klaus, Tim, and Chuleeporn Changchit. "Online or Traditional." In Web-Based Education, 73–83. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-963-7.ch006.

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Technological advancements currently penetrate society, changing the way that some courses are taught. It has become more apparent in higher education institutions that all classes are not as adaptive to an online format as others. Since many institutions of higher education further incorporate online courses into their curriculum, it is important to understand the characteristics of courses that affect students’ preferences for either traditional classroomenvironments or online environments. Indications of this can be seen in the attrition and retention rates of classes offered online. This study explores the characteristics ofcourses that affect students’ preferences towards onlineand traditional classroom settings. These results should help providing guidelines to institutions considering courses to offer online.
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Conference papers on the topic "Attrition rates"

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Satterfield, Derrick J., Marissa Tsugawa-Nieves, and Adam N. Kirn. "WIP: Factors Affecting Graduate STEM Student Attrition Rates." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8659091.

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Vincent, Etienne, Stephen Okazawa, and Dragos Calitoiu. "Attrition, Promotion, Transfer: Reporting Rates in Personnel Operations Research." In 10th International Conference on Operations Research and Enterprise Systems. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010149001150122.

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Miliszewska, Iwona, Gayle Barker, Fiona Henderson, and Ewa Sztendur. "The Issue of Gender Equity in Computer Science - What Students Say." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2986.

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The under-representation and poor retention of women in computing courses at Victoria University is a concern that has continued to defy all attempts to resolve it. Despite a range of initiatives created to encourage participation and improve retention of females in the courses, the percentage of female enrolments has declined significantly in recent years, from 32% in 1994 to 18% in 2004, while attrition rates soared to 40% in 2003. A recent research study investigated these negative trends with respect to gender equity in computing courses: of interest was the possibility of gender bias in the learning environment and its impact on female attrition rates. Focus groups and surveys involving computing students of both genders were used as data collection tools in the study. The overall findings from the focus groups were rather surprising, as they yielded no strong indication of gender bias in the learning environment of the computing course; this applied to the logistical arrangements, academic staff, pedagogical methods, and course content. The thesis that the existence of gender bias in the learning environment contributes to high attrition rates of females in computing courses was not sufficiently supported. While the fact that students, both male and female, found their learning environment gender neutral was comforting, the realization that reasons other than gender bias drove females away from the computing course was not. High attrition rate of females remains the reality. Possible explanations of this phenomenon were suggested by the focus groups, and the search for confirmation of these indications and discovery of other contributing factors continued.
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Kohun, Frederick, and Azad Ali. "A Doctorate Degree Program in Information Systems of a Kind." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2860.

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This paper discusses the design characteristics of a doctoral program in information systems at a university located in Western Pennsylvania. The program design includes unique characteristics that are intended to minimize the attrition rate among the students enrolled. The paper begins by discussing baseline statistics and reasons for attrition rates in doctoral programs. The focus thereafter is an overview of computer related doctoral programs that offer doctoral degrees in information systems. It concludes with a detailed description of the specific design attributes of the Doctor of Science program in Information Systems and Communications at Robert Morris University (RMU).
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Musib, Mrinal. "TECHNOLOGY-DRIVEN NOVEL STRATEGIES TO DECREASE ATTRITION RATES IN MASSIVE OPEN ONLINE COURSES (MOOC'S)." In 40th International Academic Conference, Stockholm. International Institute of Social and Economic Sciences, 2018. http://dx.doi.org/10.20472/iac.2018.040.046.

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Rogers, Maria Susy. "THE PEDAGOGICAL VARIATION MODEL INCREASING RETENTION AND DECREASING ATTRITION RATES IN E-LEARNING ENVIRONMENTS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2306.

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Rogers, Maria Susy. "THE PEDAGOGICAL VARIATION MODEL: ALL-INCLUSIVE, HOLISTIC E-PARADIGM TO PROMOTE REDUCTION IN ONLINE ATTRITION RATES, THEREBY INCREASING RETENTION RATES." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0566.

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Rogers, Maria Susy. "PROMOTING THE REDUCTION IN ONLINE ATTRITION RATES THEREBY INCREASING RETENTION RATES: A HOLISTIC E-PARADIGM IMPLEMENTING THE PEDAGOGICAL VARIATION MODEL." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1648.

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Rogers, Maria Susy. "INSIGHTS TO HOW THE PEDAGOGICAL VARIATION MODEL MAY REDUCE ATTRITION RATES AND THEREBY INCREASE RETENTION RATES IN SPORTS’ COACHING: PEDAGOGICAL LEADERSHIP WITHIN PHYSICAL EDUCATION." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.0960.

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Rogers, Maria Susy. "PEDAGOGICAL LEADERSHIP FOR ONLINE TEACHING: INSIGHTS TO HOW THE PEDAGOGICAL VARIATION MODEL MAY REDUCE ATTRITION RATES AND THEREBY INCREASE RETENTION RATES IN ONLINE LEARNING." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0936.

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Reports on the topic "Attrition rates"

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Ancker, Jr, Gafarian C. J., and A. V. The Validity of Assumptions Underlying Current Uses of Lanchester Attrition Rates. Fort Belvoir, VA: Defense Technical Information Center, April 1988. http://dx.doi.org/10.21236/ada227116.

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Helmbold, Robert L. Personnel Attrition Rates in Historical Land Combat Operations: A Catalog of Attrition and Casualty Data Bases on Diskettes Usable with Personal Computers. Fort Belvoir, VA: Defense Technical Information Center, September 1993. http://dx.doi.org/10.21236/ada279069.

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Jensen, Jon A. The Effect of Operational Deployments on Army Reserve Component Attrition Rates and Its Strategic Implications. Fort Belvoir, VA: Defense Technical Information Center, May 2002. http://dx.doi.org/10.21236/ada403763.

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Nokuri, Samuel S., Jennifer Dean, and Marquita N. Price. The AMIGO Clinical Study: Attrition Rates Among Military Beneficiaries Undergoing Intensive Group Outpatient Pre-Diabetes Care. Fort Belvoir, VA: Defense Technical Information Center, November 2013. http://dx.doi.org/10.21236/ada606936.

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Helmbold, Robert L. Personnel Attrition Rates in Historical Land Combat Operations. Some Empirical Relations among Force Sizes, Battle Durations. Fort Belvoir, VA: Defense Technical Information Center, March 1995. http://dx.doi.org/10.21236/ada298124.

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Helmbold, Robert L. Personnel Attrition Rates in Historical Land Combat Operations: Losses of Divisions and Lower Level Land Combat Forces. Fort Belvoir, VA: Defense Technical Information Center, April 1997. http://dx.doi.org/10.21236/ada325455.

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Carneiro, Pedro, Sofía Castro Vargas, Yyannú Cruz-Aguayo, Gregory Elacqua, Nicolás Fuertes, and Norbert Schady. Medium-Term Impacts of Access to Daycare on School Outcomes: Experimental Evidence from Rio de Janeiro. Inter-American Development Bank, April 2021. http://dx.doi.org/10.18235/0003236.

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In this document we analyze the impacts of a large-scale intervention that provided access to daycare centers for children in low-income neighborhoods in the city of Rio de Janeiro. Our results suggest that the intervention had a positive impact on enrollment rates and on the number of years children were enrolled to daycare during early childhood. We also find that winning the lottery had a positive effect on how regularly children attended primary school during the academic year. Because of the high attrition rates in the sample, we are unable to conclude whether the lottery had a positive impact on medium-term academic outcomes like standardized tests scores and overall grades.
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ARMY CONCEPTS ANALYSIS AGENCY BETHESDA MD. Personnel Attrition Rats in Historical Land Combat Operations: Addenda to the Annotated Bibliography. Fort Belvoir, VA: Defense Technical Information Center, April 1995. http://dx.doi.org/10.21236/ada294527.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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