The DOI matches its Crossref record; 3 of the 3 references it cites were found in a registry or an index.
What Is Academic Momentum? And Does It Matter?
Abstract
The academic momentum perspective suggests that the speed with which undergraduates initially progress in college significantly affects their likelihood of completing a degree, an effect separate from those of high school academic preparation and family socioeconomic status. Growth curve modeling of undergraduate transcript data reveals that the number of credits attempted in the first semester of college sets a trajectory that influences later chances of degree completion. Several techniques addressing selection bias indicate that delay between high school and starting college, and also attempting a low course load in the first semester (part-time attendance), are associated with lower degree completion, while attending summer school after freshman year is associated with significantly better graduation chances. In sum, the central claims of momentum theory are supported.
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Cites
Hainmueller, J. (2012) · Political Analysis · doi:10.1093/pan/mpr025 · Cited by 6,026
Matching as an econometric evaluation estimator: Evidence from evaluating a job training programme
Heckman, J. J., Ichimura, H., & Todd, P. E. (1997) · The Review of Economic Studies · doi:10.2307/2971733 · Cited by 5,486
Counterfactuals and Causal Inference: Methods and Principles for Social Research
Morgan, S. L., & Winship, C. (2007) · doi:10.1017/cbo9780511804564 · Cited by 1,146
Cited by
Goldrick-Rab, S., Kelchen, R., Harris, D. N., & Benson, J. (2016) · American Journal of Sociology · doi:10.1086/685442 · Cited by 299
No Time for College? An Investigation of Time Poverty and Parenthood
Wladis, C., Hachey, A. C., & Conway, K. (2018) · The Journal of Higher Education · doi:10.1080/00221546.2018.1442983 · Cited by 92
Wladis, C., Hachey, A. C., & Conway, K. (2015) · Computers & Education · doi:10.1016/j.compedu.2015.06.010 · Cited by 49
Wladis, C., Hachey, A. C., & Conway, K. M. (2015) · Community College Review · doi:10.1177/0091552114555904 · Cited by 48
Kolenovic, Z., Linderman, D., & Karp, M. M. (2013) · Community College Review · doi:10.1177/0091552113503709 · Cited by 47
Metadata
- Authors
- Attewell, P., Heil, S., & Reisel, L.
- Venue
- Educational Evaluation and Policy Analysis
- Published
- 2012-03
- Volume
- 34
- Issue
- 1
- Pages
- 27-44
- ISSN
- 0162-3737 (ISSN-L)
- 1935-1062
- OpenAlex
- W2142475679
- Cited by
- 221
- References
- 3
- FWCI
- 24.38
- Type
- journal article
- Language
- en
- Open access
- closed
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
