Abstract
Purpose. The purpose of this study was to investigate if there was a significant difference intercampus and intracampus among various demographic variables, entrance exam scores, academic variables of students who stop out versus those who maintain continuous enrollment. Methodology. Ex post facto research was used in this study to determine if a significant statistical relationship between the independent and dependent variable exists. Quantitative research design was also used in this research project. The purpose of quantitative research is to determine the relationship between one independent variable and one or more dependent variable(s). Findings. The first part of this study looked at demographic variables. The main difference was within ethnicity and the program of enrollment. The entrance exam test scores held a significant difference between the College Board's CPT algebra and CPT math test scores. The academic variables were all found to be statistically different between both groups. The second part of this study analyzed the data using ordinary least squares regression. The results of the research predicted that attempted earned credit hours in term three was the most robust predictor followed next by age and how the student was financing college. The last three predictor variables in order of importance were ethnicity, cumulative earned credit hours in term two, and the score received on the College Board's CPT math exam. Conclusions. With respect to the demographic variables, the research did not find any statistically significant difference between the age of the students or among the highest educational attainment prior to starting their studies. It is hard to say if a true majority of any one ethnicity exited because none of the ethnicities held 50 percent of the total student population enrolled. Asians, however, participated at a higher percentage rate than their percentage of total enrollment. The regression analysis showed that the number of units enrolled in third term, the students' age, having a secure source to pay for school, the ethnicity of the student, the cumulative earned credit hours after the second term, and having a high CPT math score were predictors of stopping out.