Relationship Between Student Readiness Inventory Scores and Student Retention and Academic Success at Baker University Baldwin City Campus

Jul 8, 2026

The study examines how Student Readiness Inventory (SRI) scores relate to first-time, first-year student retention and academic success at Baker University’s Baldwin City Campus. Using four years of entering student cohort data (n = 829), it assesses the criterion validity of the SRI instrument and identifies prediction thresholds for students’ probability of success and retention from fall to spring and from the first to the second year. Results include domain-score differences for academically successful versus unsuccessful students and for retained versus non-retained students in specific terms. Motivation Skills and Self-Regulation were higher for students who were successful and retained, while Social Engagement showed no significant differences.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages180

Reading Time7 h 34 min

Abstract

Study purpose and design

Results and findings

Dedication

Acknowledgments

The Relationship between Student Readiness Inventory Scores and First-Time, First-Year Student Retention and Academic Success at Baker University Baldwin City Campus Cassy Bailey B.A., Washington State University, 1992 M.A.Ed., Bowling Green State University, 1994 Submitted to Graduate Faculty of the School of Education of Baker University in partial fulfillment of the requirements for the degree Doctor of Education in Educational Leadership April, 2012 Copyright 2012 by Cassy Bailey Clinical Research Study Committee Major Advisor _______________________________ _______________________________ Abstract Previous empirical studies have shown the success of the Student Readiness Inventory (SRI) to predict academic success and retention at postsecondary institutions, and offer hope for other institutions to utilize the SRI instrument to meet retention goals. This study: (1) assessed the criterion validity of the SRI instrument at Baker University using four years of entering student cohort SRI data (n = 829); and (2) explored the relationship between SRI scores and students’ academic success and retention from fall to spring semesters and from first to second year at Baker University Baldwin City campus. Among primary results was the establishment of criterion validity for the Baker University Baldwin City campus specific SRI scores providing prediction thresholds for a student’s probability of academic success and retention. Further analysis of the relationship between SRI domain scores and academic success indicated a difference between academically successful and not successful students’ domain scores for fall and spring semesters. Analysis also indicated a difference between retained and not retained students’ domain scores and retention for the spring semester. There were no significant differences between the domain scores of retained and not retained students for the following fall semester. Motivation Skills domain scores and Self-Regulation domain scores were significantly higher for academically successful and retained students. The Social Engagement domain did not show a statistically significant difference in scores of academically successful and unsuccessful students or retained and not retained students. Findings were discussed in terms of student success and retention in postsecondary institutions, the limitations of the study, and suggestions for future research. Dedication This study is dedicated to the students I serve and the colleagues with whom Iwork present, past, and future. The completed work is dedicated to my family who provided me the love and support necessary to achieve my goal. Acknowledgments This dissertation would not have been possible without the unending support and encouragement of my Major Advisor and Committee Chair, Dr. Anne Daugherty. Without her support, patience, and guidance, this study would not be completed. Dr. Daugherty’s wisdom, knowledge, and commitment to the highest standards inspired and motivated me, and I appreciated her mentorship and friendship throughout the process and hopefully, beyond. Simply put—you mattered. I would also like to thank my committee members who gave much during their busy schedules. Ms. Peg Waterman kindly offered patient direction as I wandered through the lands oft tests and ANOVAs and shared my love and stories of four-legged creatures. Dr. Kathy Harr’s detailed comments and warm support were welcomed and appreciated. I have always admired your leadership. Dr. Jennifer Perry served as my sounding board and comic relief. I appreciate her friendship more than she will ever know. There have been several people through my life who inspired and encouraged me, and I would be remiss not to recognize their support. Mr. Bob Smawley served as my extended family during my college years. He believed in me more than I believed in myself, and forever will be my Cougar Dad. Sherry T. nudged me to my first leadership

FAQs

What does the study investigate about the Student Readiness Inventory (SRI)?

The study evaluates the SRI’s criterion validity at Baker University and explores how SRI scores relate to academic success and student retention across semesters and into the second year.

How was the study designed and what data were used?

It used four years of entering student cohort SRI data from the Baker University Baldwin City Campus, with a total sample size of n = 829.

Which SRI domains showed meaningful differences among groups?

Motivation Skills and Self-Regulation domain scores were significantly higher for students who were academically successful and retained. Social Engagement did not show statistically significant differences between the compared groups.

Jul 8, 2026

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