– Long-term retention/graduation is predicted significantly by cumulative grade point average, financial need, aid (work-study, loan, and gift), gender, ethnicity, years living on campus, high school rank (HSR), ACT composite, out-of-state residence, and STEM status.
– For students starting out in non-STEM majors, six-year graduation/retention also is predicted significantly by learning community participation and whether the student switches to a STEM major.
– Students who begin their undergraduate careers in a STEM major neither help nor hurt their chances for long-term graduation/retention success by choosing to remain with STEM or switching to a non-STEM major.
– Students who changed from STEM to non-STEM majors showed lesser ability (i.e., ACT composite and HSR) compared to those who did not change, and performed the least well of the four groups.
– Cumulative grade point average the final semester of enrollment was the strongest predictor of six-year retention and graduation, even when controlling for other variables in the equations.
– Students who are underrepresented in STEM fields (female or minority students) are significantly less likely to be retained or graduate with-in six years than to not graduate or be retained, compared to students who are the traditional STEM majors.