The Relationship between Student Readiness Inventory Scores and First-Time, First-Year Student Retention and Academic Success at Baker University Baldwin City Campus

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.