Student Retention and Persistence
Student Retention and Persistence

Author: Katy Elizabeth Troester-Trate

Publisher:

Published: 2017

Total Pages: 113

ISBN-13:

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As higher education enrollment patterns have changed, so too has the focus for institutional administrators. The community schools model is currently being piloted in New York State in an effort to increase the bleak retention and persistence rates of community college students. College students have been shown to be retained at higher rates when they are engaged in supportive services on campus. The Jefferson Community School program was designed to meet the non-academic needs of the community college student population of a rural campus in Northern New York. This program included food pantry, transportation, and childcare services at no cost to enrolled students. The purpose of this study was to determine the relationship between use of non-academic services and retention and persistence rates of community college students (n = 90). A quantitative, quasi-experimental research method approach was used to compare matched samples of students who participated in the Jefferson Community Schools program and students who did not participate in the Jefferson Community Schools program. Each sample consisted of 45 students who were matched on enrolled credit hours, age, gender and Pell status. An ANOVA statistical test was conducted to compare the matched sample groups. Results of this study showed that 30 out of 45 students in the Jefferson Community Schools program were retained and 41 out of 45 persisted. This was compared to retention of 30 out of 45 and persistence of 42 out of 45 of the matched non participatory sample. The results of this study suggest that providing non-academic resources to low-income students may serve to equalize the chances of being retained or persisting when compared to peers that have more resources of their own (p

Increasing Persistence
Increasing Persistence

Author: Wesley R. Habley

Publisher: John Wiley & Sons

Published: 2012-09-04

Total Pages: 513

ISBN-13: 0470888431

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INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.

The Influence of Participating in a Mandatory Mixed-format Student Success Seminar on Persistence in an Urban Community College
The Influence of Participating in a Mandatory Mixed-format Student Success Seminar on Persistence in an Urban Community College

Author: James A. Mendoza

Publisher:

Published: 2015

Total Pages: 226

ISBN-13:

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Over the past twenty years, the national three-year graduation rate for community college students has ranged from 44% to roughly 31% in 2013 (NCES, 2013). As a way to address such low graduation rates, colleges have implemented a myriad of services and programs (i.e., tutoring, mentoring, etc.). Another intervention is the student success seminar. Student success seminars are courses that teach basic college success skills, transitioning to college, and campus resources. The purpose of this study is to explore the influence of participating in a student success seminar on academic performance, persistence, and graduation rates in a community college. Factors considered in this research include: (a) age, (b) gender, (c) ethnicity, (d) enrollment status, (e) degree intent, (f) high school performance, (g) grade point average, (h) credit hour completions, (i) persistence, and (j) graduation rates. The population of students used for this research was all first-time in college students who were assessed into developmental English. The students were divided into two groups based on participating in student success seminar or non-participation in the seminar during their first term of college. Both unpaired t-test and chi-square analyses were used to evaluate the existence and strength of the relationships between each of the independent variables and the dependent variables. Findings from this study indicate that participating in student success seminar had a statistically significant positive relationship to persistence to the third year of college. Additionally, findings reveal a statistically significant positive relationship for participants graduating in two years. The study examined the differential impact of student success seminar participation for subgroups of students. Some differences were revealed; however, results were inconsistent across terms of the study.

Higher Education: Handbook of Theory and Research
Higher Education: Handbook of Theory and Research

Author: Michael B. Paulsen

Publisher: Springer

Published: 2015-01-12

Total Pages: 618

ISBN-13: 3319128353

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Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on such diverse topics as research on college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and more. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.

Validation Experiences and Persistence Among Urban Community College Students
Validation Experiences and Persistence Among Urban Community College Students

Author: Elisabeth Barnett

Publisher:

Published: 2006

Total Pages: 404

ISBN-13: 9781109884678

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The purpose of this correlational research was to examine the extent to which urban community college students' experiences with validation predicted their sense of integration and whether this, in turn, predicted their intent to persist. This study focused on urban community college students' validation by members of the faculty as described by Rendon (1994, 2002) and others, who suggested that nontraditional and underserved students were more likely to persist in college if actively validated. Integration was defined as students' sense of competent membership in the college community. The research was designed as an elaboration of constructs within Tinto's (1993) Longitudinal Model of Institutional Departure.