Risk Factors and Effectiveness of Implemented Academic Interventions on Student Retention at a Hispanic-Serving Institution

We examined three large freshman cohorts from Texas State University, a Hispanic-Serving Institution (HSI), to identify risk factors that might affect academic retention. Risk factors supported by empirical studies such as first-generation, ethnicity, gender, financial aid need, high school performance, and living off campus were examined. We also determined the effectiveness of four academic interventions in achieving retention of students that were on academic probation for two consecutive semesters. Statistical analyses demonstrated that being a first-generation college student and receiving financial aid were significant risks for attrition in all cohorts. Living off-campus and being an URM student were not. Retention in two cohorts was dependent on the combinations of three peer mentoring, two academic coaching, and two to three academic advising sessions. A probation predictive model was developed. Finally, we discussed the importance of examining risk factors and interventions that are tailored to each academic institution.