Some Indicators or Predictors for First Year Undergraduate Students Success as they Transition to Second Year

SomeIndicators or Predictors for First Year Undergraduate StudentsSuccess as they Transition to Second Year

First-yearstudents at the universities encounter numerous challenges thatcomplicate their education making it hard for them to proceed to thesecond academic year. Some indicators could foreshadow success as thelearners prepare to join the second year of their studies.

Indicatorsof measuring first-year students’ success

Attaininghigh GPA is one of the factors that show that there are chances ofcompleting the first year. This involves maintaining a G.P.A of 3.0or greater than this because this is the only way they can minimizethe likelihood of failing as well as increasing the probability ofattaining exemplary ranking, most preferably first class. Highcredits should be obtained from all the units that have beenscheduled for the semester to achieve this target G.P.A. Those whofind it hard to secure these points are likely to get refers therebyrepeating what they had already studied instead of progressing.Similarly, they will get low points affecting their overallperformance and the class category they may be ranked into (Coleman,Palmiter, Tumer, Vile, Warburton, and Reisner, 2012).

Likewise,attending the college on full-time basis has an effect on thefulfillment of the graduates. This is directly related to earning thethirty credits within the first year because the learners have plentyof time to concentrate on their class work concerning the bulk oftasks they handle in a particular semester compared to those whostudy in part-time handling, and who are forced to handle a varietyof tasks in a limited duration (Coleman et al., 2012). Coupled withother duties, those who enroll in part-time programs find it hard tobalance between education and other responsibilities adding stress tothem.


Althoughthese are some of the features identified that enable undergraduatesto proceed to year two, many questions remain unanswered. It is notclear the kinds of data and measurements that the learninginstitutions should implement to ensure progressing from the firstyear and finally finishing the undergraduate program.

Othermethods of measuring students’ success

Thefinancial condition of a family can determine the chances ofcompleting the first year education or dropping out from school.Schooling needs resources, especially, money to get access to thefacilities and enjoy undisrupted studies throughout the semester. Inthe United States, this is a fundamental disadvantage to the Hispanicorigin students that adversely affects their grades and completing agiven year of study. Those from solid financial backgrounds will haveall the resources needed to finance their education and proceeding tothe next stage without any alterations (Crockerand Luhtanen, 2013).On the other hand, those from unstable status experience difficultiesin funding their college education because of the inability to paythe required fees. Most of the states have also reduced the subsidiesthat were meant for the scholars adding a financial stress to themcomplicating their chances of proceeding to the second year of study.The remedy to these is to ensure that proper financial decisions aremade to provide the necessary aid to the needy for the purpose oftheir education. The Pell Grants and Federal Loans will enable thosewho cannot raise the fee to study comfortably just like theircounterparts who have no financial constraints (Crocker et al.,2013). The students will be in a position to meet part of theirexpenses through these programs like buying the materials necessaryin their learning institutions. The universities should not serve asanother form of social stratification but offer them the financialhelp required when they are enrolled so that they can get the chanceto concentrate.

Raceand ethnicity

Thoughnot applicable in all occasions, this is another critical item toconsider when determining the success of the first year students. Themajority students have all the privileges they need to excel in theirstudies as soon as they join college. However, the minority onesshould contend with some of the situations that will bar them fromenjoying all the learning opportunities entirely. This is thesituation that happens particularly when the distinct institution hascumulative disadvantages that are as a result of poor preparations(Tang,Kim, and Haviland, 2013).The minorities have higher prospects that they may not proceed to thesecond year because the students of color are increasingly beingadmitted and the gap between them and the majority ones is widening.There is a given degree of racial discrimination in various collegesthat are predominated by the Whites hence, impacting AfricanAmerican individuals in a negative manner.


Everyuniversity globally has a unique culture that can be disparate orsimilar to one another. This can encourage the first year freshmen todo better and improve their grades once they are admitted ordiscourage them to discontinue their studies. As soon as they becomepart and parcel of the institution, the orientation programs shouldgive them direction on what a successful first-year student entails(Tang et al., 2013). They get to be informed of the best practicesthey ought to stress on that directly or indirectly have an effect ontheir G.P.A. They will develop clear and attainable objectives thatwill guide their operations in the market.


Thereare a variety of indicators that define the success of the first-yearlearners in any private or public university. A clear explanation ofeach need to be known by the student to guide his choices as soon aspossible to avoid the cases of failure to complete their programs.


Coleman,S., Palmiter, A., Tumer, T., Vile, J., Warburton, S., and Reisner, E.(2012). Preparing For College Success: Evaluation of the EducationalImpact of the SEO ScholarsProgram.1-27. Retrieved from

Crocker,J and Luhtanen, R. K. (2013). Level of self-esteem and contingenciesof self-worth: Unique effects on academic, social, and financialproblems in college students. Personality and Social PsychologyBulletin, 29(6), 701-712.

Tang,J., Kim, S., and Haviland, D. (2013).Role of Family, Culture, andPeers in the Success of First-Generation Cambodian American CollegeStudents. Journal of Southeast Asian American Education andAdvancement.8, 1-22.