[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-587791-105":59,"doc-detail-587791-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","the-role-of-student-momentum-on-postsecondary-awards-report","The Role of Student Momentum on Postsecondary Awards - report","","Examines how student momentum, measured through retention rates, influences postsecondary awards across Utah’s public higher education institutions. Using USHE student database data, the report analyzes first-time students in 2016-17 and identifies when students stop-out across terms and program stages. It compares retention and persistence by enrollment status, start term, institution type, and student representation, and links retention outcomes to degree attainment.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-role-of-student-momentum-on-postsecondary-awards-report/587791/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-role-of-student-momentum-on-postsecondary-awards-report/587791.png","ImageObject",300,407,{"name":92,"@type":93},"Melati","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How is student momentum measured in this report?","Question",{"text":112,"@type":113},"Student momentum is measured via retention rate, tracking how students persist from term to term toward earning an award.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What does the report say about retention differences between fall and spring starters?",{"text":117,"@type":113},"Full-time bachelor’s degree-seeking students who first enrolled in the fall term had 20% higher retention rates than those who enrolled in spring.",{"name":119,"@type":110,"acceptedAnswer":120},"Which student groups show notable persistence or stop-out patterns?",{"text":121,"@type":113},"The report notes that part-time students frequently stop-out between the first and second term, while adult learners show stronger retention in four-year programs than in two-year and one-year programs.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},587791,1792190489,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085570644,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","GENERAL  \nREPORT  \nThe Role of Student Momentum on Postsecondary Awards  \nThis report identifies students' retention rates, or momentum, in Utah’s public higher education institutions. Students enrolled in technical colleges and degree-granting institutions were identified as first-time students during the 2016-17 academic year in the USHE student database. At degree-granting institutions, many students leave between the first and second term, the second and third term, and the third and fifth term. Students who did not earn a certificate at a technical college stopped before progressing 25% or 75% through their specific program. Significant differences existed between students based on their start term (fall or spring), enrollment status (full-time or part-time), enrollment timing (adult learners or traditional students), and representation (underrepresented or traditionally represented students) .  \nKey Findings  \n• Full-time bachelor’s degree-seeking students at Utah public colleges who first enrolled in the fall term had 20% higher retention rates than those who enrolled in the spring.  \n• Students enrolled in one-year certificate programs at Utah public technical colleges had 9% higher persistence rates than two-year certificate programs.  \n• Forty-three percent of part-time students at Utah public degree-granting institutions stopped-out between the first and second term.  \n• The persistence rates of full-time students at Utah public technical colleges were only 3% higher than those of part-time students.  \n• Students of color at Utah public technical colleges had persistence rates of 6% more than traditionally represented students.  \n• Pacific Islanders and Native American/Alaskan Natives drop below 50% retention in Utah public degree-granting programs by the second year.  \n• Adult learners, aged 25 years and older, have better retention rates in four-year (52%) than in two-year (43%) and one-year programs (21%) .  \n• Adult learners at technical colleges had persistence rates 13% greater than traditional students, or those 17 and 24 years old.  \n• All three retention rates predicted degree attainment.  \nPurpose  \nA college graduate who is employed full-time will earn more than someone with a high school diploma ora college dropout (Beagley and Brandley 2024; Rooney et al. 2006). College graduates have better health, lower poverty levels, unemployment, and incarceration rates (Tinto 2012). They also have higher levels of volunteerism and greater civic engagement (Barbera et al. 2020) . With sufficient momentum, students are able to finish their program and benefit from these gains.  \nThe latest national momentum metric, as measured by the retention rate, was 82% for four-year institutions and 61% for two-year institutions (US Department of Education 2019) . These metrics differ beyond the institutional type. Research shows that institutions with open enrollment policies have lower retention rates than selective institutions (Crisp, Potter, and Taggart 2022). Also, students enrolled at public institutions have lower momentum than students enrolled at private institutions. Still, retention rates have improved recently, though enrollment has declined (Irwin et al. 2022; Monaghan et al. 2022) .  \nStudents who do not persist tend to drop out or stop-out by the fifth term (the beginning of the third year) . How best to track these students is disputed. Some argue that the second-term retention rate is the best predictor (see Fike & Fike 2008; Habley and McClanahan 2004; Hoffman 2014) . Others argue that students should be tracked between the second and third term (Herzog 2005) .  \nWith this lack of agreement, institutional leaders measure momentum according to their needs. Some monitor between the first two terms, others between the second and third, and few between the fourth and fifth. Still, some institutions, like many technical colleges, may not measure momentum. Specific factors may contribute to the choice of retention ","cbCaip8PWzaMv2vL","https://ap.wps.com/l/cbCaip8PWzaMv2vL","pdf",973731,26,"English","# Key Findings\n# Purpose\n# Box 1. Brief Key Terms\n## Adult Learners\n## Dropout\n## Institution Type\n## Momentum\n## Persistence Mark\n## Retention Rate\n## Stop-out\n## Traditional Student\n# Prior Research\n## Student Characteristics","[{\"question\":\"How is student momentum measured in this report?\",\"answer\":\"Student momentum is measured via retention rate, tracking how students persist from term to term toward earning an award.\"},{\"question\":\"What does the report say about retention differences between fall and spring starters?\",\"answer\":\"Full-time bachelor’s degree-seeking students who first enrolled in the fall term had 20% higher retention rates than those who enrolled in spring.\"},{\"question\":\"Which student groups show notable persistence or stop-out patterns?\",\"answer\":\"The report notes that part-time students frequently stop-out between the first and second term, while adult learners show stronger retention in four-year programs than in two-year and one-year programs.\"}]","The Role of Student Momentum on Postsecondary Awards - report | PDF",1792063073,66]