Differential Predictors of Persistence Between Community College Adult and Traditional-Aged Students

This study examined the differential predictors of institutional persistence between adult and traditional-aged degree-seeking, first-time enrollees at a public, multicampus 2-year community college in southeast Virginia. Differential predictors of institutional persistence were found between the traditional-aged and adult students. For traditional-aged students, encouragement and support, academic integration, fall grade-point average, and an expressed intent to leave were most predictive of institutional persistence. Chief among the predictors of persistence for adult students were social integration, institutional commitment, degree utility, encouragement and support, finances, an expressed intent to leave, and academic integration.