The goal of this research paper is to show the impact that demographic factors have on student retention at Embry-Riddle Aeronautical University (Daytona Beach). Our school has tried its best to improve its retention numbers these past ten years by implementing diverse programs geared towards keeping students in school. These programs were built using data provided by the Institutional Research department (IR) on our campus; the IR wishes to see whether student variables can predict retention. This document analyses the data collected from the IR and recent research related to individual student demographic characteristics such as gender, nationality and majors.
I was born in San Francisco but raised in Senegal, a francophone West African country. I attended a French school and a bilingual one during my time there because my parents wanted me to be fluent and proficient in their languages (my mother’s first language is English and my dad’s is French). My background can only be beneficial into conducting such a research. I, for one, definitely understand the repercussions that demographics can have on a society or, in this case, a University.
Anyone that knows a little bit about our campus can give at least three facts about it: the ratio of boy to girl is pretty big (5 to 1); the two main colleges are the Aviation and Engineering ones(76% altogether); and there are lots of international students (16% of student body). The retention rate at Embry-Riddle is 79%. The demographics of that number will be studied in this research.
Please feel free to contact me by phone at (202) 569-5706 or by e-mail at ndiayea1@my.erau.edu if further details or clarifications are needed.
Sincerely,

Antoine S. Ndiaye
Contents
Table of Figures v Abstract vi 1.0 Intro 1 2.0 Ethnicity 3 4.1 Retention after One Year 4 2.1.1 Retention after One Year for International Students 4 2.1.2 Retention after One Year for Colored Students 4 2.1.3 Retention after One Year for White Students 4 4.2 Retention after Six Years 4 2.1.4 Retention after Six Years for International Students 4 2.1.5 Retention after Six Years for Colored Students 4 2.1.6 Retention after Six Years for White Students 4 3.0 Gender 5 4.3 3.1 Retention after First Four Years 5 3.1.1 Looking at Female Retention for the first 4 Years 5 3.1.2 Looking at Male Retention for the First 4 Years 5 3.1.3 Comparing Female and Male Retention for the First 4 Years 5 4.4 3.2 Retention after Six Years 5 3.2.1 Looking at Female Retention after Six Years 5 3.2.2 Looking at Male Retention after Six Years 5 3.2.3 Comparing Female and Male Retention after Six Years 5 4.0 Majors 5 4.1After One Year 5 4.1.1 College of Arts and Sciences 5 4.1.2 College of Aviation (COA) 5 4.1.3 College of Business (COB) 5 4.4.4 College of Engineering 5 4.2 After Six Years 5 4.2.1 Data Results after Six Years of all Four Colleges 5 4.2.2 Data Analysis after Six Years of all Four Colleges 5 5.0 Conclusions 5 References 5 Appendix A: Exit Interview Questionnaire 5

Table of Figures Table 1: First-time, Full-time, Bachelor's Degree-Seeking Students / Source: Institutional Research 2 Table 2: First-time, Full-time, Bachelor's Degree-Seeking Students: By Ethnicity / Source: Institutional Research 3 Table 3: First-time, Full-time, Bachelor's Degree-Seeking Students: By Gender / Source: Institutional Research 5 Table 4: First-time, Full-time, Bachelor's Degree-Seeking Students: By College / Source: Institutional Research 5

Abstract
The common belief that undergraduate students at Embry-Riddle are rich Caucasian, full-time students, that only want to become engineers or pilots, misleads people into believing that the students that drop-out of our school don’t fit into that category. This research will analyze the three main demographic characteristics –ethnicity, gender and major– in student retention to show whether it’s one population that consistently drops-out or if it’s a mix of populations. The changing demographics of students on this campus demands that we pay close attention to the impact it has on retention.
1.0 Intro
A thorough understanding of the demographics of contemporary higher education is essential to a complete understanding of retention. Research concerning higher education retention has been around for more than 70 years (Braxton, 2000). Astin and Tinto (1975) both did research on individual student characteristics (gender, age, place of residency…). Embry-Riddle Aeronautical University (ERAU) has its own Institutional Research (IR) department that conducts research to improve the University. The research is done by collecting data through surveys, questionnaires and interviews. Because student retention is a key factor to the development of our school, a team of three people is in charge of coming up with adequate exit interviews for the students and collecting the results. The exit interview is composed of about 60 questions that, once answered, provide the researchers with the profile (gender, ethnicity, degree program, future plans, reasons for departure, age, class level…) of the student that is leaving the establishment. These interviews are systematically given to a student upon departure of the school.
Most of my research is based on the numbers and data provided by the IR, who gets that information from the students. The downfall to this is that respondents to the interviews are the students who take the initiative to inform the University that they are leaving; those who don’t or simply bypass the withdrawal process are not represented.
Researchers such as Keller in 2001 and Woodard in 2000 agree that there is a noticeable increase in diversity of college students in the United States of America. They also predicted that throughout the first decade of this century there would be a considerable increase (40% at least) in racial and ethnic diversity within higher education. The research led by Pascarella and Terenzini (1998) lets us know that, in the past 30 Years, the racial and ethnic composition of college students has changed incredibly. At our school, the growing number of international students enrolled seems to have a direct impact on retention.

The percentage of women who pursue higher education degrees in institutions has been growing since the 1980s and will probably continue growing (Woodard, 2000). In the 1980s, the percentage of women in the undergraduate population was around 50%, in 2000 it was 55%, and in 2011, 58%. The retention rates understandably increased as well. At ERAU however, we can’t relate to those numbers because we never had a big female population (see table 1). That is due to the areas of studies that we focus on at this institution.
The data provided goes from 2001 to 2010 and only focuses on the first seven years of a student at ERAU. Using this data, the paper will study the demographics of retention: first the ethnicities, then the genders and finally the degree programs.

| DAYTONA BEACH | | Entry Year | | 2001 | 2002 | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | After 1 year | Headcount | 1016 | 873 | 1011 | 935 | 976 | 1101 | 1016 | 1060 | 850 | 943 | | Returned | 79.9% | 77.1% | 76.2% | 75.3% | 75.4% | 78.7% | 73.9% | 70.8% | 72.2% | 71.6% | | Withdrew Voluntarily | 17.6% | 19.2% | 20.5% | 20.4% | 19.7% | 18.4% | 21.3% | 23.7% | 21.9% | 22.8% | | Suspended or Dismissed | 2.5% | 3.7% | 3.4% | 4.3% | 4.9% | 2.9% | 4.8% | 5.5% | 5.9% | 5.6% | After 2 years | Headcount | 1015 | 873 | 1011 | 933 | 975 | 1101 | 1015 | 1060 | 849 | | | Returned | 69.1% | 67.4% | 65.2% | 63.9% | 65.9% | 67.5% | 62.8% | 61.2% | 63.5% | | | Graduated | .1% | | .3% | | .1% | .2% | | .2% | .1% | | | Withdrew Voluntarily | 26.3% | 26.6% | 28.4% | 28.8% | 26.7% | 25.8% | 30.0% | 31.2% | 29.1% | | | Suspended or Dismissed | 4.5% | 6.1% | 6.1% | 7.3% | 7.3% | 6.5% | 7.2% | 7.4% | 7.3% | | After 3 years | Headcount | 1014 | 872 | 1011 | 933 | 975 | 1101 | 1015 | 1060 | | | | Returned | 63.3% | 61.7% | 59.0% | 56.4% | 57.4% | 60.9% | 56.6% | 55.3% | | | | Graduated | 2.7% | 3.0% | 3.0% | 3.4% | 4.0% | 3.6% | 3.3% | 2.5% | | | | Withdrew Voluntarily | 28.5% | 29.2% | 31.1% | 31.5% | 30.3% | 28.0% | 32.2% | 33.9% | | | | Suspended or Dismissed | 5.5% | 6.1% | 7.0% | 8.7% | 8.3% | 7.4% | 8.0% | 8.4% | | | After 4 years | Headcount | 1014 | 872 | 1011 | 933 | 975 | 1101 | 1014 | | | | | Returned | 30.4% | 24.7% | 31.4% | 27.1% | 26.5% | 28.8% | 24.7% | | | | | Graduated | 33.3% | 36.1% | 28.9% | 30.2% | 31.5% | 33.2% | 33.5% | | | | | Withdrew Voluntarily | 30.7% | 32.2% | 32.3% | 33.3% | 33.0% | 30.1% | 33.4% | | | | | Suspended or Dismissed | 5.6% | 7.0% | 7.4% | 9.3% | 9.0% | 8.0% | 8.4% | | | | After 5 years | Headcount | 1012 | 872 | 1011 | 933 | 975 | 1101 | | | | | | Returned | 5.9% | 4.7% | 6.4% | 5.6% | 5.8% | 5.4% | | | | | | Graduated | 56.3% | 55.6% | 51.6% | 50.9% | 50.5% | 55.1% | | | | | | Withdrew Voluntarily | 31.9% | 32.5% | 34.3% | 34.3% | 34.5% | 31.2% | | | | | | Suspended or Dismissed | 5.8% | 7.2% | 7.6% | 9.2% | 9.2% | 8.2% | | | | | After 6 years | Headcount | 1012 | 872 | 1011 | 932 | 975 | | | | | | | Returned | 2.1% | 1.4% | 2.2% | 1.6% | 1.8% | | | | | | | Graduated | 61.3% | 59.7% | 56.6% | 54.4% | 55.2% | | | | | | | Withdrew Voluntarily | 30.8% | 31.7% | 33.6% | 34.5% | 33.7% | | | | | | | Suspended or Dismissed | 5.8% | 7.2% | 7.6% | 9.4% | 9.2% | | | | | |
Table 1: First-time, Full-time, Bachelor's Degree-Seeking Students / Source: Institutional Research
Notes: (1) Cohort = First-time bachelor's degree-seeking students who were enrolled full-time in the fall term of the Entry Year, and had entered ERAU during summer B or fall. Excludes transfers, readmits, nondegree, and associate degree-seeking students.
(2) Decreases in headcounts within a cohort are due to the exclusion of deaths that occurred within the stated time frame.
(3) Rates reflect progress at ERAU overall, regardless of intended degree program.

2.0 Ethnicity | DAYTONA BEACH | | Entry Year | | 2001 | 2002 | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | After1 year | Nonresident Alien | Headcount | 47 | 35 | 42 | 37 | 57 | 62 | 81 | 86 | 75 | 90 | | | Returned | 87.2% | 82.9% | 83.3% | 86.5% | 84.2% | 87.1% | 95.1% | 83.7% | 70.7% | 82.2% | | | Withdrew Voluntarily | 10.6% | 17.1% | 16.7% | 13.5% | 14.0% | 9.7% | 4.9% | 12.8% | 24.0% | 15.6% | | | Suspended or Dismissed | 2.1% | | | | 1.8% | 3.2% | | 3.5% | 5.3% | 2.2% | | Hispanic/Latino | Headcount | 60 | 45 | 72 | 82 | 76 | 102 | 91 | 98 | 59 | 108 | | | Returned | 80.0% | 66.7% | 72.2% | 75.6% | 68.4% | 74.5% | 63.7% | 63.3% | 76.3% | 76.9% | | | Withdrew Voluntarily | 16.7% | 24.4% | 23.6% | 22.0% | 26.3% | 21.6% | 30.8% | 30.6% | 18.6% | 13.9% | | | Suspended or Dismissed | 3.3% | 8.9% | 4.2% | 2.4% | 5.3% | 3.9% | 5.5% | 6.1% | 5.1% | 9.3% | | AmericanIndian/Alaskan Native | Headcount | 8 | 3 | 7 | | 3 | 3 | 2 | 4 | 9 | 7 | | | Returned | 50.0% | 33.3% | 71.4% | | 66.7% | 66.7% | 100.0% | 75.0% | 77.8% | 71.4% | | | Withdrew Voluntarily | 37.5% | 66.7% | 14.3% | | 33.3% | 33.3% | | 25.0% | 11.1% | 28.6% | | | Suspended or Dismissed | 12.5% | | 14.3% | | | | | | 11.1% | | | Asian | Headcount | 35 | 42 | 32 | 40 | 60 | 73 | 59 | 62 | 49 | 49 | | | Returned | 80.0% | 81.0% | 78.1% | 77.5% | 81.7% | 90.4% | 71.2% | 79.0% | 77.6% | 63.3% | | | Withdrew Voluntarily | 17.1% | 16.7% | 18.8% | 17.5% | 16.7% | 9.6% | 27.1% | 14.5% | 16.3% | 30.6% | | | Suspended or Dismissed | 2.9% | 2.4% | 3.1% | 5.0% | 1.7% | | 1.7% | 6.5% | 6.1% | 6.1% | | Black/African American | Headcount | 46 | 34 | 46 | 43 | 57 | 70 | 64 | 81 | 63 | 75 | | | Returned | 80.4% | 67.6% | 69.6% | 76.7% | 71.9% | 75.7% | 67.2% | 53.1% | 65.1% | 62.7% | | | Withdrew Voluntarily | 17.4% | 20.6% | 21.7% | 11.6% | 15.8% | 20.0% | 29.7% | 27.2% | 25.4% | 26.7% | | | Suspended or Dismissed | 2.2% | 11.8% | 8.7% | 11.6% | 12.3% | 4.3% | 3.1% | 19.8% | 9.5% | 10.7% | | Native Hawaiian/PacificIslander | Headcount | | | | | | | | | | 3 | | | Returned | | | | | | | | | | 66.7% | | | Withdrew Voluntarily | | | | | | | | | | 33.3% | | White | Headcount | 756 | 634 | 686 | 647 | 656 | 713 | 652 | 669 | 473 | 571 | | | Returned | 80.0% | 77.9% | 76.4% | 75.1% | 76.2% | 77.1% | 73.6% | 71.3% | 73.2% | 70.8% | | | Withdrew Voluntarily | 18.1% | 18.9% | 21.1% | 20.7% | 19.1% | 20.1% | 21.2% | 25.4% | 21.8% | 24.3% | | | Suspended or Dismissed | 1.9% | 3.2% | 2.5% | 4.2% | 4.7% | 2.8% | 5.2% | 3.3% | 5.1% | 4.9% | | Two or more races | Headcount | | | | | | | | | | 7 | | | Returned | | | | | | | | | | 71.4% | | | Withdrew Voluntarily | | | | | | | | | | 28.6% | | Race/Ethnicity Unknown | Headcount | 64 | 80 | 126 | 86 | 67 | 78 | 67 | 60 | 122 | 33 | | | Returned | 76.6% | 77.5% | 77.0% | 69.8% | 65.7% | 83.3% | 73.1% | 75.0% | 68.9% | 72.7% | | | Withdrew Voluntarily | 15.6% | 18.8% | 16.7% | 25.6% | 28.4% | 12.8% | 16.4% | 13.3% | 23.8% | 21.2% | | | Suspended or Dismissed | 7.8% | 3.8% | 6.3% | 4.7% | 6.0% | 3.8% | 10.4% | 11.7% | 7.4% | 6.1% | After6 years | Nonresident Alien | Headcount | 47 | 35 | 42 | 37 | 57 | | | | | | | | Returned | | | 7.1% | 5.4% | 7.0% | | | | | | | | Graduated | 63.8% | 68.6% | 64.3% | 67.6% | 57.9% | | | | | | | | Withdrew Voluntarily | 29.8% | 31.4% | 26.2% | 27.0% | 29.8% | | | | | | | | Suspended or Dismissed | 6.4% | | 2.4% | | 5.3% | | | | | | | Hispanic/Latino | Headcount | 59 | 45 | 72 | 81 | 76 | | | | | | | | Returned | 3.4% | 2.2% | 4.2% | 3.7% | 1.3% | | | | | | | | Graduated | 66.1% | 44.4% | 51.4% | 49.4% | 44.7% | | | | | | | | Withdrew Voluntarily | 23.7% | 40.0% | 31.9% | 35.8% | 44.7% | | | | | | | | Suspended or Dismissed | 6.8% | 13.3% | 12.5% | 11.1% | 9.2% | | | | | | | AmericanIndian/Alaskan Native | Headcount | 8 | 3 | 7 | | 3 | | | | | | | | Graduated | 25.0% | 33.3% | 28.6% | | 33.3% | | | | | | | | Withdrew Voluntarily | 62.5% | 66.7% | 14.3% | | 66.7% | | | | | | | | Suspended or Dismissed | 12.5% | | 57.1% | | | | | | | | | Asian | Headcount | 35 | 42 | 32 | 40 | 60 | | | | | | | | Returned | 2.9% | | 3.1% | | 3.3% | | | | | | | | Graduated | 62.9% | 66.7% | 68.8% | 50.0% | 55.0% | | | | | | | | Withdrew Voluntarily | 28.6% | 23.8% | 25.0% | 35.0% | 33.3% | | | | | | | | Suspended or Dismissed | 5.7% | 9.5% | 3.1% | 15.0% | 8.3% | | | | | | | Black/African American | Headcount | 46 | 34 | 46 | 43 | 56 | | | | | | | | Returned | 2.2% | | 2.2% | 7.0% | | | | | | | | | Graduated | 45.7% | 44.1% | 50.0% | 41.9% | 44.6% | | | | | | | | Withdrew Voluntarily | 43.5% | 35.3% | 32.6% | 30.2% | 32.1% | | | | | | | | Suspended or Dismissed | 8.7% | 20.6% | 15.2% | 20.9% | 23.2% | | | | | | | White | Headcount | 753 | 633 | 686 | 646 | 656 | | | | | | | | Returned | 1.9% | 1.3% | 1.6% | 1.1% | 1.7% | | | | | | | | Graduated | 62.8% | 61.5% | 58.0% | 55.6% | 57.6% | | | | | | | | Withdrew Voluntarily | 30.4% | 31.3% | 34.5% | 34.5% | 32.5% | | | | | | | | Suspended or Dismissed | 4.9% | 6.0% | 5.8% | 8.8% | 8.2% | | | | | | | Race/Ethnicity Unknown | Headcount | 64 | 80 | 126 | 85 | 67 | | | | | | | | Returned | 4.7% | 3.8% | 2.4% | | | | | | | | | | Graduated | 51.6% | 55.0% | 50.0% | 52.9% | 50.7% | | | | | | | | Withdrew Voluntarily | 31.3% | 31.3% | 35.7% | 38.8% | 37.3% | | | | | | | | Suspended or Dismissed | 12.5% | 10.0% | 11.9% | 8.2% | 11.9% | | | | | |
Table 2: First-time, Full-time, Bachelor's Degree-Seeking Students: By Ethnicity / Source: Institutional Research 2.1 Retention after One Year 2.2.1 Retention after One Year for International Students
According to table 2, the number of international students that stayed after a year almost doubled in the space of ten years. In 2001, 47 Nonresident Aliens were counted and about 41 of them stayed; in 2010, 90 were counted and about 74 of them stayed. In the case of international students remaining after a year spent at the school, the numbers have been increasing, but the percentages don’t vary that much (retention rate around 85% except in 2007, 95.1%, and in 2009, 70.7%). 2.2.2 Retention after One Year for Colored Students
Between 1984 and 1994 the number of Colored college students went up 61% (Pascarella & Terenzini, 1998). At ERAU, from 2001 to 2010, the number of enrolled students also increased dramatically; however, the percentage of students that stayed dropped. In 2001, 80% of the Latinos, Asians and Blacks returned, but in 2010, that percentage dropped to 76.9% for the Latinos, 63% for the Asians, and 62.7% for the Blacks (table 2). 2.2.3 Retention after One Year for White Students
Between 1984 and 1994 the number of Caucasian students only students went up 5.1% (Pascarella & Terenzini, 1998). At ERAU enrollment and retention numbers went down: from 756 enrolled students in 2001, 80% returned; but in 2010, 571 were enrolled and only 70.8% came back (Table 2) 2.2 Retention after Six Years 2.3.4 Retention after Six Years for International Students
The amount of students that come back is very small (less than 8% from 2003-2005) but that is only because most of the students graduated (around 60% from 2001 to 2005). A majority of the rest dropped out (IR). 2.3.5 Retention after Six Years for Colored Students
According to table 2, less than 5% of the students came back to ERAU. This time again, this result can be explained. Most students graduated or just left the school. However, an interesting fact is noticeable, the graduation rates declined slightly with time (in 2001, average of 55%; in 2005, average of 50%) and the drop-out rates increased (in 2001, average of 30%; in 2005, average of 40%). 2.3.6 Retention after Six Years for White Students
Using table 2 once more, we see that the amount of returners is less than 2%. The trend noticed in the previous section also appears here. From 2001 to 2005, graduation rates decrease (62.8% to 55.6%) and drop-out rates increase (30% to 34.5%). *

3.0 Gender | DAYTONA BEACH | | Entry Year | | 2001 | 2002 | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | After 1Year | Female | Headcount | 159 | 149 | 164 | 140 | 152 | 161 | 158 | 158 | 134 | 120 | | | Returned | 84.3% | 85.9% | 82.9% | 78.6% | 84.2% | 86.3% | 77.2% | 77.8% | 84.3% | 70.0% | | | Withdrew Voluntarily | 13.8% | 13.4% | 17.1% | 18.6% | 15.1% | 11.8% | 20.3% | 17.1% | 12.7% | 23.3% | | | Suspended or Dismissed | 1.9% | .7% | | 2.9% | .7% | 1.9% | 2.5% | 5.1% | 3.0% | 6.7% | | Male | Headcount | 857 | 724 | 847 | 795 | 824 | 940 | 858 | 902 | 716 | 823 | | | Returned | 79.1% | 75.3% | 74.9% | 74.7% | 73.8% | 77.3% | 73.3% | 69.6% | 70.0% | 71.8% | | | Withdrew Voluntarily | 18.3% | 20.4% | 21.1% | 20.8% | 20.5% | 19.6% | 21.4% | 24.8% | 23.6% | 22.7% | | | Suspended or Dismissed | 2.6% | 4.3% | 4.0% | 4.5% | 5.7% | 3.1% | 5.2% | 5.5% | 6.4% | 5.5% | After 2 years | Female | Headcount | 159 | 149 | 164 | 140 | 152 | 161 | 158 | 158 | 134 | | | | Returned | 73.0% | 73.8% | 73.8% | 66.4% | 81.6% | 80.1% | 69.0% | 65.8% | 82.1% | | | | Graduated | | | | | | .6% | | | | | | | Withdrew Voluntarily | 23.3% | 22.1% | 23.8% | 27.9% | 17.8% | 16.1% | 27.2% | 27.2% | 14.9% | | | | Suspended or Dismissed | 3.8% | 4.0% | 2.4% | 5.7% | .7% | 3.1% | 3.8% | 7.0% | 3.0% | | | Male | Headcount | 856 | 724 | 847 | 793 | 823 | 940 | 857 | 902 | 715 | | | | Returned | 68.3% | 66.0% | 63.5% | 63.4% | 63.1% | 65.3% | 61.6% | 60.4% | 60.0% | | | | Graduated | .1% | | .4% | | .1% | .1% | | .2% | .1% | | | | Withdrew Voluntarily | 26.9% | 27.5% | 29.3% | 29.0% | 28.3% | 27.4% | 30.6% | 31.9% | 31.7% | | | | Suspended or Dismissed | 4.7% | 6.5% | 6.8% | 7.6% | 8.5% | 7.1% | 7.8% | 7.4% | 8.1% | | After 3 years | Female | Headcount | 159 | 148 | 164 | 140 | 152 | 161 | 158 | 158 | | | | | Returned | 67.9% | 66.9% | 67.1% | 58.6% | 69.1% | 71.4% | 59.5% | 57.0% | | | | | Graduated | 3.8% | 4.1% | 4.3% | 5.7% | 5.9% | 5.6% | 7.0% | 6.3% | | | | | Withdrew Voluntarily | 23.9% | 25.0% | 25.0% | 28.6% | 24.3% | 18.0% | 29.1% | 28.5% | | | | | Suspended or Dismissed | 4.4% | 4.1% | 3.7% | 7.1% | .7% | 5.0% | 4.4% | 8.2% | | | | Male | Headcount | 855 | 724 | 847 | 793 | 823 | 940 | 857 | 902 | | | | | Returned | 62.5% | 60.6% | 57.4% | 56.0% | 55.3% | 59.1% | 56.0% | 55.0% | | | | | Graduated | 2.5% | 2.8% | 2.7% | 3.0% | 3.6% | 3.3% | 2.6% | 1.8% | | | | | Withdrew Voluntarily | 29.4% | 30.1% | 32.2% | 32.0% | 31.3% | 29.7% | 32.8% | 34.8% | | | | | Suspended or Dismissed | 5.7% | 6.5% | 7.7% | 9.0% | 9.7% | 7.9% | 8.6% | 8.4% | | | After 4 years | Female | Headcount | 159 | 148 | 164 | 140 | 152 | 161 | 158 | | | | | | Returned | 27.7% | 19.6% | 34.1% | 26.4% | 30.9% | 28.6% | 24.7% | | | | | | Graduated | 38.4% | 48.0% | 32.9% | 36.4% | 40.1% | 45.3% | 40.5% | | | | | | Withdrew Voluntarily | 29.6% | 28.4% | 28.0% | 30.0% | 27.6% | 21.1% | 30.4% | | | | | | Suspended or Dismissed | 4.4% | 4.1% | 4.9% | 7.1% | 1.3% | 5.0% | 4.4% | | | | | Male | Headcount | 855 | 724 | 847 | 793 | 823 | 940 | 856 | | | | | | Returned | 30.9% | 25.7% | 30.8% | 27.2% | 25.6% | 28.8% | 24.6% | | | | | | Graduated | 32.4% | 33.7% | 28.1% | 29.1% | 29.9% | 31.1% | 32.2% | | | | | | Withdrew Voluntarily | 30.9% | 33.0% | 33.2% | 33.9% | 34.0% | 31.6% | 34.0% | | | | | | Suspended or Dismissed | 5.8% | 7.6% | 7.9% | 9.7% | 10.4% | 8.5% | 9.1% | | | | After 5 years | Female | Headcount | 159 | 148 | 164 | 140 | 152 | 161 | | | | | | | Returned | 3.8% | 3.4% | 6.7% | 7.1% | 5.3% | 6.2% | | | | | | | Graduated | 61.6% | 64.9% | 59.1% | 53.6% | 64.5% | 66.5% | | | | | | | Withdrew Voluntarily | 29.6% | 27.7% | 28.7% | 32.1% | 28.3% | 23.0% | | | | | | | Suspended or Dismissed | 5.0% | 4.1% | 5.5% | 7.1% | 2.0% | 4.3% | | | | | | Male | Headcount | 853 | 724 | 847 | 793 | 823 | 940 | | | | | | | Returned | 6.3% | 5.0% | 6.4% | 5.3% | 6.0% | 5.3% | | | | | | | Graduated | 55.3% | 53.7% | 50.2% | 50.4% | 47.9% | 53.2% | | | | | | | Withdrew Voluntarily | 32.4% | 33.4% | 35.4% | 34.7% | 35.6% | 32.7% | | | | | | | Suspended or Dismissed | 6.0% | 7.9% | 8.0% | 9.6% | 10.6% | 8.8% | | | | | After 6 years | Female | Headcount | 159 | 148 | 164 | 139 | 152 | | | | | | | | Returned | 1.9% | .7% | 3.0% | 2.2% | 1.3% | | | | | | | | Graduated | 65.4% | 68.9% | 64.0% | 57.6% | 69.1% | | | | | | | | Withdrew Voluntarily | 28.3% | 26.4% | 27.4% | 33.1% | 27.6% | | | | | | | | Suspended or Dismissed | 4.4% | 4.1% | 5.5% | 7.2% | 2.0% | | | | | | | Male | Headcount | 853 | 724 | 847 | 793 | 823 | | | | | | | | Returned | 2.1% | 1.5% | 2.0% | 1.5% | 1.9% | | | | | | | | Graduated | 60.5% | 57.9% | 55.1% | 53.8% | 52.6% | | | | | | | | Withdrew Voluntarily | 31.3% | 32.7% | 34.8% | 34.8% | 34.9% | | | | | | | | Suspended or Dismissed | 6.1% | 7.9% | 8.0% | 9.8% | 10.6% | | | | | |
Table 3: First-time, Full-time, Bachelor's Degree-Seeking Students: By Gender / Source: Institutional Research

Results concerning the influence of gender on student retention have been very mixed. In 1975, Astin, then in 1987 Tinto, found that gender could be related to a student being retained or not. Apparently, gender could predict the degree of persistence of a student. Other researchers, however, have found that gender was a non-factor in retention (Reason, 2001).
Peltier (1999) reported that women were more likely to persist in school than men were; at ERAU, it seems to be the case. * 3.1 Retention after First Four Years * 3.1.1 Looking at Female Retention for the first 4 Years
According to table 3, from 2001 to 2010, the percentage of women that returned never went lower than 70% during the first year, 65% the second year, 57% the third year, and 24% the fourth year. * 3.1.2 Looking at Male Retention for the First 4 Years
Still according to table 3, from 2001 to 2010, the percentage of men that returned never went lower than 69% during the first year, 60% the second year, 55% the third year, and 24% the fourth year. * 3.1.3 Comparing Female and Male Retention for the First 4 Years
From 2001 to 2010, the first years of college place the percentage of female retention higher than the male’s one; but, as we get closer to graduation we can see that things change and that the percentage of females leaving the school becomes higher because most of them are graduating; the ratio of women graduating is greater than the men’s one (Table 3). Peltier’s finding seems true. * 3.2 Retention after Six Years * 3.2.1 Looking at Female Retention after Six Years
From 2001 to 2006, during their fifth year, females’ retention rate didn’t go above 7.2%. During their sixth year, the retention rate stayed below 3%. However, graduation rates were all around 60%. * 3.2.2 Looking at Male Retention after Six Years
From 2001 to 2006, during their fifth year, males’ retention rate didn’t go above 6.5%. During their sixth year, the retention rate stayed below 2.2%. However, graduation rates were all around 50%. * 3.2.3 Comparing Female and Male Retention after Six Years
As with the first years of college, the females’ retention rates are higher than the males’; even though the numbers are, this time around, really low. These numbers are low because most students are on the verge of graduating or have been in school for too long and just decide to go on to better and different things (Table 3).

4.0 Majors | DAYTONA BEACH | | Entry Year | | 2001 | 2002 | 2003 | 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | After1 year | College of Arts& Sciences | Headcount | 69 | 77 | 61 | 54 | 79 | 62 | 57 | 76 | 47 | 63 | | | Returned | 78.3% | 71.4% | 83.6% | 68.5% | 74.7% | 71.0% | 78.9% | 64.5% | 59.6% | 66.7% | | | Withdrew Voluntarily | 21.7% | 24.7% | 14.8% | 27.8% | 21.5% | 21.0% | 15.8% | 25.0% | 27.7% | 22.2% | | | Suspended or Dismissed | | 3.9% | 1.6% | 3.7% | 3.8% | 8.1% | 5.3% | 10.5% | 12.8% | 11.1% | | College ofAviation | Headcount | 513 | 411 | 442 | 420 | 468 | 519 | 462 | 507 | 409 | 415 | | | Returned | 80.9% | 80.8% | 75.6% | 78.1% | 76.9% | 79.2% | 72.7% | 68.8% | 72.1% | 71.1% | | | Withdrew Voluntarily | 17.3% | 16.5% | 21.9% | 19.0% | 18.6% | 18.1% | 23.6% | 26.0% | 23.2% | 22.4% | | | Suspended or Dismissed | 1.8% | 2.7% | 2.5% | 2.9% | 4.5% | 2.7% | 3.7% | 5.1% | 4.6% | 6.5% | | College ofBusiness | Headcount | 37 | 25 | 38 | 33 | 38 | 37 | 38 | 35 | 30 | 21 | | | Returned | 75.7% | 72.0% | 81.6% | 87.9% | 65.8% | 70.3% | 86.8% | 85.7% | 80.0% | 76.2% | | | Withdrew Voluntarily | 18.9% | 24.0% | 15.8% | 12.1% | 28.9% | 29.7% | 10.5% | 11.4% | 13.3% | 23.8% | | | Suspended or Dismissed | 5.4% | 4.0% | 2.6% | | 5.3% | | 2.6% | 2.9% | 6.7% | | | College ofEngineering | Headcount | 383 | 353 | 450 | 414 | 391 | 483 | 459 | 442 | 364 | 444 | | | Returned | 79.6% | 74.5% | 76.0% | 71.7% | 74.7% | 79.7% | 73.4% | 73.1% | 73.4% | 72.5% | | | Withdrew Voluntarily | 17.2% | 20.7% | 19.6% | 22.0% | 19.7% | 17.6% | 20.5% | 21.7% | 20.3% | 23.2% | | | Suspended or Dismissed | 3.1% | 4.8% | 4.4% | 6.3% | 5.6% | 2.7% | 6.1% | 5.2% | 6.3% | 4.3% | | Undecided(discontinued) | Headcount | 14 | 7 | 20 | 14 | | | | | | | | | Returned | 71.4% | 71.4% | 60.0% | 92.9% | | | | | | | | | Withdrew Voluntarily | 14.3% | 28.6% | 35.0% | 7.1% | | | | | | | | | Suspended or Dismissed | 14.3% | | 5.0% | | | | | | | | After6 years | College of Arts& Sciences | Headcount | 69 | 77 | 61 | 54 | 78 | | | | | | | | Returned | 4.3% | 1.3% | 1.6% | 5.6% | 1.3% | | | | | | | | Graduated | 65.2% | 58.4% | 60.7% | 42.6% | 43.6% | | | | | | | | Withdrew Voluntarily | 24.6% | 35.1% | 26.2% | 38.9% | 44.9% | | | | | | | | Suspended or Dismissed | 5.8% | 5.2% | 11.5% | 13.0% | 10.3% | | | | | | | College ofAviation | Headcount | 511 | 411 | 442 | 419 | 468 | | | | | | | | Returned | 1.6% | .5% | 1.4% | 1.0% | 1.9% | | | | | | | | Graduated | 63.6% | 66.4% | 59.3% | 62.1% | 57.9% | | | | | | | | Withdrew Voluntarily | 30.5% | 27.5% | 34.6% | 29.1% | 33.3% | | | | | | | | Suspended or Dismissed | 4.3% | 5.6% | 4.8% | 7.9% | 6.8% | | | | | | | College ofBusiness | Headcount | 36 | 25 | 38 | 33 | 38 | | | | | | | | Graduated | 61.1% | 68.0% | 63.2% | 69.7% | 50.0% | | | | | | | | Withdrew Voluntarily | 27.8% | 24.0% | 31.6% | 27.3% | 42.1% | | | | | | | | Suspended or Dismissed | 11.1% | 8.0% | 5.3% | 3.0% | 7.9% | | | | | | | College ofEngineering | Headcount | 382 | 352 | 450 | 412 | 391 | | | | | | | | Returned | 2.4% | 2.6% | 3.1% | 1.9% | 2.0% | | | | | | | | Graduated | 57.9% | 52.0% | 53.3% | 47.3% | 54.7% | | | | | | | | Withdrew Voluntarily | 32.7% | 36.1% | 33.6% | 39.8% | 31.2% | | | | | | | | Suspended or Dismissed | 7.1% | 9.4% | 10.0% | 10.9% | 12.0% | | | | | | | Undecided(discontinued) | Headcount | 14 | 7 | 20 | 14 | | | | | | | | | Returned | 7.1% | | 5.0% | | | | | | | | | | Graduated | 50.0% | 42.9% | 45.0% | 42.9% | | | | | | | | | Withdrew Voluntarily | 28.6% | 42.9% | 40.0% | 42.9% | | | | | | | | | Suspended or Dismissed | 14.3% | 14.3% | 10.0% | 14.3% | | | | | | |
Table 4: First-time, Full-time, Bachelor's Degree-Seeking Students: By College / Source: Institutional Research * 4.1 After One Year
The most critical period or stage of vulnerability for student attrition continues to be the first year of college. More than half of all students who withdraw from college do so during their first year, resulting in a first-year attrition rate of more than 25% at most Universities (ACT, 2001). The Fall 2010 retention rate after a year spent at ERAU was of 72%. * 4.1.1 College of Arts and Sciences
This college is ranked third at ERAU when it comes to enrollment, according to table 4; however, its drop-out rates are in average the highest (around 22%) after the first year. This college also seen its percentage of suspended or dismissed students increase considerably; it went from 3.9% in 2002 to 11.1% in 2010. * 4.1.2 College of Aviation (COA)
The College of Aviation is the biggest college at this school. Throughout the years though, it’s seen its numbers drop quite a bit. In 2001, 80.9% of its student returned; in 2005, 16.9% did; and in 2010, only 71.1% came back (the lowest it has ever been). The popularity of the program seems to be dropping a little bit more every year; with the percentage of students withdrawing or being suspended or dismissed increasing: in 2001, 19%, in 2005, 23% and in 2010, almost 30% (table 4). * 4.1.3 College of Business (COB)
This college has had an uneven progression. Its retention, headcount, withdrawal, and dismissal numbers all vary very inconsistently and no real pattern can yet be found. 4.1.2 College of Engineering
After the COA, this college is the most represented on our campus and is the only one that has had its enrollment numbers increased (383 headcounts in 2001 and 444 in 2010); however, as with all the other colleges, the retention numbers are the ones that dropped (79.6% in 2001, 74.7% in 2005 and 72.5% in 2010). The percentages of withdrawals and dismissals have gone up and down, but, in general, they have had a tendency to go up. * 4.2 After Six Years
Understandably retention rates are going to be considerably lower after six years because most student should have graduated or be almost there. * 4.2.1 Data Results after Six Years of all Four Colleges
As expected, most colleges, after six years, have a very low retention percentage (none are above 6%). The COB doesn’t even have data concerning returning students; in 1/3 of the cases, the students withdrew and in most of the rest, they graduated (table 4). All the colleges have withdrawal percentages above 24% but retention and voluntary withdrawals don’t take all the rest. Dismissal percentages are considerably higher than what they were after the first year; sometimes going as high as 13%. * 4.2.2Data Analysis after Six Years of all Four Colleges
It seems that ERAU is doing a decent job when it comes to making sure its students graduate in a timely manner (average of 55% in 2005); however, the percentages of student that decided to leave or that were suspended is alarming because it could mean two things: one, the students are not satisfied with their programs, or two, the system put in place by the University isn’t working.
5.0 Conclusions
ERAU’s student body is primarily: white, male, participating in the Air Science degree program; however, the retention rates show a different composition. For some reason, non-white students, female students and engineering students are the ones that have the biggest returning rates.
This paper shows that the changing demographics of our schools population bring up the need to update the understanding of variables such as: gender, ethnicity, degree program, etc. As an increasing number of students that were underrepresented show up on our campus, it is important to realize that the population of students leaving or staying will also change. Such data is vital because these variables, if analyzed and studied, can be linked to retention. Once that relationship understood, the problem of retention can then be dealt with better; which could lead into increasing the percentages of retention. Studying the demographics of retention can, ultimately, only be beneficial to this University.
More in dept studies should examine the relationship between the different variables in order to understand how various populations have different experiences and also why one population might be more prone to leaving or staying at this school. References ACT (2001, February). “National college dropout and graduation rates, 1999.” From http:www.act.org/news
Astin, A. W. (1975). Preventing students from dropping out. San Francisco: Jossey-Bass.

Astin, A. W. (1997). How ‘good’ is your institution’s retention rate? Research in Higher Education, 38, 647–658.

Braxton, J. M. (2000). Reworking the student departure puzzle. In J. M. Braxton (Ed.), Reworking the student departure puzzle (pp. 1–10). Nashville, TN: Vanderbilt University.

Keller, G. (2001). The new demographics of higher education. The Review of Higher Education, 24, 219–236.

National Center for Education Statistics. (2002). The digest of education statistics, 2001 [On-line]. Retrieved May 21, 2002, from http://nces.ed.gov/pubs2002/digest2001

Office of International Students (2000 to 2010). Exit Interview results

Pascarella, E. T., & Terenzini, P. T. (1998). Studying college students in the 21st century: Meeting new challenges. The Review of Higher Education, 21, 151–165.

Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45, 89–125.

Woodard, D. B., Love, P., & Komives, S. R. (2000). Students of the new millennium. In D.B. Woodard, P. Love, & S. R. Komives (Eds.), Leadership and management issues for a new century (pp. 35–47). (New Directions for Student Services, no. 92) San Francisco: Jossey-Bass.

Appendix A: Exit Interview Questionnaire