On-campus Employment and the Retention/persistence Status of First-time Degree-seeking Freshmen PDF Download

Author: Miriam A. Gerber Meyer
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 186

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Author: Wesley R. Habley
Publisher: John Wiley & Sons
ISBN: 0470888431
Category : Education
Languages : en
Pages : 513

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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.

Author: John M. Braxton
Publisher: John Wiley & Sons
ISBN: 1118415663
Category : Education
Languages : en
Pages : 166

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Drawing on studies funded by the Lumina Foundation, the nation's largest private foundation focused solely on increasing Americans' success in higher education, the authors revise current theories of college student departure, including Tinto's, making the important distinction between residential and commuter colleges and universities, and thereby taking into account the role of the external environment and the characteristics of social communities in student departure and retention. A unique feature of the authors' approach is that they also consider the role that the various characteristics of different states play in degree completion and first-year persistence. First-year college student retention and degree completion is a multi-layered, multi-dimensional problem, and the book's recommendations for state- and institutional-level policy and practice will help policy-makers and planners at all levels as well as anyone concerned with institutional retention rates—and helping students reach their maximum potential for success—understand the complexities of the issue and develop policies and initiatives to increase student persistence.

Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 564

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Author: William Laurance King III
Publisher:
ISBN:
Category :
Languages : en
Pages :

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The lack of student persistence is a burgeoning issue and over the last 40 years has become a national concern among researchers, administrators, policymakers and practitioners. Given the low persistence rates of first-year students at America's community colleges, leaders are searching for useful and successful strategies that will aid in closing the gap in student attrition. Successful completion of a degree or certificate is often considered the great economic equalizer in today's society from a public and cultural perspective. The purpose of this research study was to empirically investigate the odds ratio associated with predicting persistence that exists between first-time freshmen students who lived in campus housing and those who live off-campus at a large-city community college referred to as LCCC. Specifically, the focus of this study was to determine whether living in on-campus housing, receiving needs-based federal financial aid (Pell Grant), ethnicity, gender and enrolling in one or more developmental education courses are predictors of persistence. This study was predicated on the collection of quantitative data from a large-city community college's student information system from the years 2010 through 2013. The researcher has concluded based on the data analysis of this research study the results were statistically insignificant for those students living on-campus when compared to those students living off-campus. An analysis of Ethnicity as a predictor of persistence revealed that in the short-term African-American students actually persisted at higher rates than their counterparts. However, in three of the last four semesters analyzed, African-Americans persisted at significantly lower rates than White students. Lastly, an analysis of the students who were enrolled in Developmental Education (Remedial) courses suggested that the odds are significantly lower concerning persistence versus their counterparts. However, it must be noted that both Hispanic students and those receiving needs-based financial aid (Pell) attrition was no worse than their counterparts. Based on the complex nature of both the community college student and the unique opportunity for them to live on-campus, additional data is required in order to measure and evaluate whether housing status promotes improved academic persistence. The reported research studies pertaining to community colleges and living on-campus are meager at best. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155442

Author: Дмитрий Александрович Ровинский
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Author: Kristy G. O'Keefe
Publisher:
ISBN:
Category : College freshmen
Languages : en
Pages : 0

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Student retention is a topic of concern among higher education institutions. The dissertation pronounces a comparative quantitative research study to examine participation in summer extended orientation programs as a predictor of fall-to-spring persistence for first-year college students. This research study was conducted through a conceptual replication of a decade-old study at a regional Texas institution. In this conceptual replication study, the researcher observed the enrollment impacts, such as persistence rates and grade point average, of first-year college students who attended a summer extended orientation program compared to those of students who did not. Conducting more specific research in the area of extended orientation and its impacts on retainment of first-year students guides higher education leaders on decisions, programing, and leadership of first-year students to help increase retention, thereby increasing institutional funding, and provide students with better career opportunities. The findings of this study provide time-relevant persistence data intended to inform funding decisions for first-year college student programming efforts. Keywords: retention, higher education, persistence, regional institution, first-year college students, extended orientation, grade point average

Author: Anne-Marie Nuñez
Publisher: DIANE Publishing
ISBN: 142892728X
Category : College attendance
Languages : en
Pages : 100

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Author: Shannon R. Berge
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 54

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Having a part-time job is a necessary part of everyday college life for many college students. It is possible that holding an on-campus part-time job can have a positive effect on student retention, especially for racially minoritized students. This research investigates if there is a correlation between persistence to graduation and on campus part-time employment for racially minoritized (RM) students. In order to conduct this research, an on-line survey was used to gather qualitative data from a random sampling of two-thousand full-time, undergraduate students from a small, rural state university in Northern California. Students who took the survey reported on employment status, how their on- or off-campus job affected their sense of community, self-reliance, and sense of self. Additionally, in order to gain a better understanding of current academic advising practices in regards to assisting students in balancing education and employment, four professional academic advisors were interviewed on their approach to advising students regarding working while in college. They asked what benefits, if any, they have seen students derive from working on-campus, and under what conditions an advisor might suggest to a student that they refrain from working. This information regarding how on-campus, part-time jobs might affect retention could assist advisors and campus iii policymakers in the effort to increase retention rates among racially minoritized students at 4-year universities.

Author: Jay Allen Krause
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 334

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