Explore the vast range of titles available.

This study aims to employ the supervised machine learning algorithms to examine factors that negatively impacted academic performance among college students on probation (underperforming students). We used the Knowledge Discovery in Databases (KDD) methodology on a sample of N = 6514 college students spanning 11 years (from 2009 to 2019) provided by a major public university in Oman. We used the Information Gain (InfoGain) algorithm to select the most effective features and ensemble methods to compare the accuracy with more robust algorithms, including Logit Boost, Vote, and Bagging. The algorithms were evaluated based on the performance evaluation metrics such as accuracy, precision, recall, F-measure, and ROC curve, and then validated using 10-folds cross-validation. The study revealed that the main identified factors affecting student academic achievement include study duration in the university and previous performance in secondary school. Based on the experimental results, these features were consistently ranked as the top factors that negatively impacted academic performance. The study also indicated that gender, estimated graduation year, cohort, and academic specialization significantly contributed to whether a student was under probation. Domain experts and other students were involved in verifying some of the results. The theoretical and practical implications of this study are discussed.

Although foster youth have college aspirations similar to their peers, fewer than one in ten ultimately complete a two-year or four-year college degree. What are the major factors that influence their chances of succeeding? Climbing a Broken Ladder advances our knowledge of what can be done to improve college outcomes for a student group that has largely remained invisible in higher education. Drawing on data from one of the most extensive studies of young people in foster care, Nathanael J. Okpych examines a wide range of factors that contribute to the chances that foster youth enroll in college, persist in college, and ultimately complete a degree. Okpych also investigates how early trauma affects later college outcomes, as well as the impact of a significant child welfare policy that extends the age limit of foster care. The book concludes with data-driven and concrete recommendations for policy and practice to get more foster youth into and through college.

While access to higher education has increased globally, student retention has become a major challenge. This book analyses various aspects of the learning pathways of black students from a range of disciplinary backgrounds at a relatively elite, English-medium, historically white South African university. The students are part of a generation of young black people who have grown up in the new South Africa and are gaining access to higher education in unprecedented numbers. Based on two longitudinal case studies, Negotiating Learning and Identity in Higher Education makes a contribution to the debates about how to facilitate access and graduation of working-class students. The longitudinal perspective enabled the students participating in the research to reflect on their transition to university and the stumbling blocks they encountered in their senior years. The contributors show that the school-to-university transition is not linear or universal. Students had to negotiate multiple transitions at various times and both resist and absorb institutional, disciplinary and home discourses. The book describes and analyses the students' ambivalence as they straddle often conflicting discourses within their disciplines; within the institution; between home and the institution; and as they occupy multiple subject positions that are related to the boundaries of place and time. Each chapter also describes the ways in which the institution supports and/or hinders students' progress, explores the implications of its findings for models of support and addresses the issue of what constitutes meaningful access to institutional and disciplinary discourses

The landscape of higher education has undergone change and transformation in recent years, partly as a result of diversification and massification. However, persistent patterns of under-representation continue to perplex policy-makers and practitioners, raising questions about current strategies, policies and approaches to widening participation. Presenting a comprehensive review and critique of contemporary widening participation policy and practice, Penny Jane Burke interrogates the underpinning assumptions, values and perspectives shaping current concepts and understandings of widening participation. She draws on a range of perspectives within the field of the sociology of education - including feminist post-structuralism, critical pedagogy and policy sociology - to examine the ways in which wider societal inequalities and misrecognitions, which are related to difference and diversity, present particular challenges for the project to widen participation in higher education. In particular, the book: focuses on the themes of difference and diversity to shed light on the operations of inequalities and the politics of access and participation both in terms of national and institutional policy and at the level of student and practitioner experience. draws on the insights of the sociology of education to consider not only the patterns of under-representation in higher education but also the politics of mis-representation, critiquing key discourses of widening participation. interrogates assumptions behind WP policy and practice, including assumptions about education being an unassailable good provides an analysis of the accounts and perspectives of students, practitioners and policy-makers through in-depth interviews, observations and reflective journal entries. offers insights for future developments in the policy, practice and stra

Access education has been through many changes since its beginnings in the late 1960s. Recent shifts in the academic landscape including standardization, grading, and new tensions in higher education raise difficult questions for educators regarding the future of access education.  This book critically examines various aspects of Access education from a historical perspective. It proposes that there are particular 'Access' values that are shared by practitioners that can be at odds with the needs of higher education. Wider questions concerning funding and accountability underpinned by neoliberalism have also had an impact on Access education. The authors, practitioners and researchers of Access education, gather their insights in this timely book, grounded in authentic experience. They explore the ways in which policies and procedures have been developed in light of these tensions. By drawing particular attention to the voices of Access practitioners and highlighting the current constraints around curriculum design this book will prove invaluable for leaders, administrators, researchers and practitioners in further and higher education.

What Works at Historically Black Colleges and Universities (HBCUs): Nine Strategies for Increasing Retention and Graduation Rates will have broad appeal within the field of education and beyond. While the primary audience for this book is the faculty, staff, administrators, students, alumni, and campus community of the current 105 HBCUs in the United States, this book is written to appeal to all professionals in the field of higher education, guidance counselors and administrators in P-12 education, sociologists and social scientists, and scholars who study change management, outcomes assessment, and success in any organized structure or system.

Drawing on studies funded by the Lumina Foundation, the nation's largest private foundation focused solely on increasing Americans' success in higher education, the authors revise current theories of college student departure, including Tinto's, making the important distinction between residential and commuter colleges and universities, and thereby taking into account the role of the external environment and the characteristics of social communities in student departure and retention. A unique feature of the authors' approach is that they also consider the role that the various characteristics of different states play in degree completion and first-year persistence. First-year college student retention and degree completion is a multi-layered, multi-dimensional problem, and the book's recommendations for state- and institutional-level policy and practice will help policy-makers and planners at all levels as well as anyone concerned with institutional retention rates-and helping students reach their maximum potential for success-understand the complexities of the issue and develop policies and initiatives to increase student persistence.

It is well known that family socioeconomic background influences childhood access to opportunities. Educational reforms that introduce new information about school quality may lead to increased inequality if families with more resources are better able to respond. However, these policies can also level the playing field for choice by equalizing disadvantaged families' access to information. This study assesses how a novel accountability system affected family enrollment decisions in the Chicago Public Schools by introducing new test performance information and consequences. We show that a substantial proportion of families responded by transferring out when their child's school was assigned \"probation.\" Poor families transferred children to other schools in the district, but at a lower rate than non-poor families, who were also more likely to leave for another district or enroll in private school. Most striking, we show that despite family response to the probation label, access to higher-performing schools changed very little under the new policy; students who left probation schools were the most likely of all transfer students to enroll in other low-performing schools in the district. Although new information changed families' behavior, it did not address contextual and resource-dependent factors that constrain the educational decisions of poor families.

Academic probation at universities has become a matter of pressing concern in recent years, as many students face severe consequences of academic probation. We carried out research to find solutions to decrease the situation mentioned above. Our research used the power of massive data sources from the education sector and the modernity of machine learning techniques to build an academic warning system. Our system is based on academic performance that directly reflects students’ academic probation status at the university. Through the research process, we provided a dataset that has been extracted and developed from raw data sources, including a wealth of information about students, subjects, and scores. We build a dataset with many features that are extremely useful in predicting students’ academic warning status via feature generation techniques and feature selection strategies. Remarkably, the dataset contributed is flexible and scalable because we provided detailed calculation formulas that its materials are found in any university or college in Vietnam. That allows any university to reuse or reconstruct another similar dataset based on their raw academic database. Moreover, we variously combined data, unbalanced data handling techniques, model selection techniques, and research to propose suitable machine learning algorithms to build the best possible warning system. As a result, a two-stage academic performance warning system for higher education was proposed, with the F2-score measure of more than 74% at the beginning of the semester using the algorithm Support Vector Machine and more than 92% before the final examination using the algorithm LightGBM.