Learning in the Fast Lane: Adult Learners' Persistence and Success in Accelerated College Programs. New Agenda Series[TM]. Volume 4, Number 1

This report reviews a study to identify individual factors that affect adult learners' success and persistence in college programs. Part 1, a historical analysis, uses past records of students to analyze patterns of persistence and success. It examines how demographic variables relate to continuing enrollment, grade point average (GPA), and degree completion at the University of Missouri at Kansas City (UMKC) and Regis University (RU) over 6 years. Results for RU show female adult learners are 2.3 times more likely than males to graduate within 6 years; having previously attended other colleges, having more transfer credits, and having higher GPAs increases the likelihood of graduation for students in the accelerated programs; older students are more likely to drop out after one term; and students with higher grades are less likely to drop out. Results for UMKC indicate women adult learners and students with no prior college experience are more likely to drop out. Part 2, a current analysis, surveys students to understand factors and experiences contributing to persistence and success. Results indicate no demographic variables are associated with persistence; for adult learners at RU, financial aid, higher grades, and more transfer credit are positively associated with persistence; for UMKC, persistence is positively associated with adult learners who are ethnic minorities, receive financial aid, or have higher grades. Appendixes include 55 references, survey, and 8 tables. (YLB)