Late Registration Rates

REFERENCES

Angelo, D. (1990). The Relationship between Late Registration and Student Persistence and Achievement. College and University, 65(4), 316-27. Retrieved from ERIC database.

A study of late registration among community college students (n=almost 39,000 class registrations) found that late registrants were more likely to complete courses than those who registered in a timely fashion, and there was no appreciable difference in the two groups ' academic performance.

Full Article not available from ERIC. For additional information see: http://lsproxy.austincc.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ413486&site=ehost-live&scope=site Dunn, H. & Mays, A. (2004.) Abolishing Late Registration.
Men, older students who delayed college entry, students with lower academic preparation levels, and part-time students are more likely to register late, giving them a profile that closely resembles that of students at high risk for attrition (Freer-Weiss, 2004). Late registrants may also differ from other students in confidence, academic and organizational skills, and motivation (Weiss,
The report examines whether there are interrelationships among the enrollment and registration behaviors studied and interrelationships among the academic outcomes studied. Also it investigates if enrollment and registration behaviors can predict student academic outcomes. The report investigates five student characteristic variables: age, gender, ethnicity, academic intent, and financial aid eligibility. Five enrollment and registration (predictor) variables were also studied: when students enrolled, number of changes made to their course schedule, how many schedule changes were drops and how many were adds, and when changes were made. It explores three outcomes: fall semester grade point average, fall semester course completion, and attrition (whether the students enrolled for the spring semester). Significant relationships were found between several student characteristics and enrollment and registration behaviors. Significant interrelationships among the enrollment and registration behaviors and academic outcomes were found. A combination of four enrollment and registration behaviors could predict 37.6% of the variation in fall semester GPA and 48.6% of the variation in course completion. A combination of three enrollment and registration behaviors was included in a model that could best predict the odds of