Ret_91

Bibliography compiled by George Steele and Melinda McDonald. More recent annotated bibliographies may be found in the NACADA Journal section of the Clearinghouse . Click here to find out how to obtain full text of ERIC documents.

Allen, D. (1994, May) The Iliad and the Odyssey of student attrition. Paper presented at the 34th Annual Forum of the Association for Institutional Research, New Orleans, LA. (ERIC Document Reproduction Service No. Ed 373 629)

This paper uses the analogies of the Iliad and the Odyssey to examine different types of college student withdrawal behavior in the context of a study an integrated model of student retention at Angelo State University (ASU) in Texas. The study selected 824 first time freshmen of whom 343 responded to the mailed ASU Freshman Experiences survey. Persist ence beh avior data were collected from i nstit utional transcripts. Exploratory factor analysis was applied to the data a nd interpreted in terms of Tinto's Student Integration
Model and Bean's Student Att r ition Model. Results found three characteristics distinguished persisters from dropouts and from transfer students: (1) greater encouragement from family, (2) better academic performance, and (3) greater commitment to the institution. Encouragement from family was the most significant of these factors. Neither social integration, academic integration, college choice, goal commitment, degree aspirations, nor attitudes toward financial aid programs explained decisions to transfer to other institutions. Results showing the importance of family encouragement in the study results suggest that such interventions such as parent orientation programs may be effective in reducing dropouts. Appendices include the survey instrument, four figures, and four tables. Contains 29 references.

Allen, D. & Nora, A. (1995). An empirical examination of the construct validity of goal commitment in the persistence process. Research in Higher Education, 36, 509-33.

In a study of the construct validity of goal commitment in college student persistence, goal commitment was decomposed into multiple indicators of the same latent construct. Predictive validity of each subcomponent on different outcomes related to persistence was established. Only one factor was found to have a significant direct effect on student intent to persist and actual persistence behavior.

Artman, J. I., & Gore, R. C. (1992, May). Meeting individual needs fosters retention. Paper presented at the 14th Annual International Conference of the National Institute for Staff and Organizational Development on Teaching Excellence and Conference of Administrators, Austin, TX. (ERIC Document Reproduction Service No. ED 349 070)

A 1991 study of non-returning students at Del Mar College (DMC), in Corpus Christi, Texas, revealed that only 37.9% of these students were actual dropouts (i.e., had failed to accomplish their educational goals, and had no plans to take up further study). Retention studies conducted in Texas between 1985 and 1989 have shown that DMC has consistently maintained a retention rate higher than the statewide average. Colleges
seeking to improve student retention should focus on registration/advising, student services, and survival skills. In the area of registration, colleges can provide a public relations staff to assist students during this initial period. In addition, students should meet with an advisor by the end of the first semester and complete an Education Plan. An ideal advising system would include an Advising Center, staffed by trained personnel.
Students could seek out an advisor when they first enter the college, to change their major, or for personal problems. In the area of student services, providing for student government can give students a feeling of personal involvement in the development of college policies and activities. Also, providing peer tutors, as well as concise information on available campus and community services and resources, can help students address personal needs which might otherwise lead them to dropout. Concerning survival skills
(e.g., stress management, critical thinking, and study skills), the college should create special courses and/or videos and other media to help students develop these skills, and policies should be adopted to discourage course dropping. DMC retention data are included.

Astin, A. W. (1993). Forging the ties that bind: The dilemma of the modern university.College Board Review, 165, 12-15,26-27.

Although diversity of college students may be desirable, the mix of widely differing characteristics, needs, and attendance patterns makes it very difficult to create community and strong peer group relations. When colleges create conditions for strong student bonds and involvement, they may contribute to higher retention.

Attrition and retention of full-time, first-time and full-time, transfer students in baccalaureate and associate degree programs, including postsecondary opportunity students, State University of New York, Class of 1992. (1995). ( Report No. 4-95). Albany: State University. of New York, Systems Office of Institutional Research. (ERIC Document Reproduction Service No. ED 386 092)

This publication summarizes the responses of the State University of New York (SUNY) constituent institutions to the 1994 Attrition/Retention Survey and includes details of racial and ethnic composition, partial history of later cohorts as of fall 1994, and trends in attrition a nd retention among various groups from fall 1977 th rough fall 1994. The study's basic approach was a cohort survival analysis. The report is o rganized into four parts. Part 1 provides attrition, retention and graduation data for the following full-time student groups enrolled in SUNY Baccalaureate Degree Programs: full-time, first-time students entering in fall 1988 through 1993; full-time, first-time students entering in fall 1988 by race and ethnicity,; full-time, first-time opportunity students entering in fall 1988 by race/ethnicity; full-time, upper and lower division transfer students entering in fall 1988 through 1993; and full-time, upper and lower division transfers entering in fall 1988 by race /ethnicity. Part 2 contains similar information for s tudents enrolled in SUNY Associate Degree Programs. Part 3 includes SUNY Baccalaurea te Trend information for full-time, first-time students, classes of fall 1977 through fall 1994. Part 4 provides SUNY Associate Degree trend information for full-time, first-time students, classes of fall 1977 through fall 1994. Also included is information on SUNY institutions. Contains a 32-item
list of related publications.

Birdsall, L. (1994). Factors affecting retention of new students in their first semester: Fall 1992 cohort. Pleasant Hill, CA: Diablo Valley College. (ERIC Document Reproduction Service No. ED 374 833)

To determine factors affecting new students in their first semester, a study was conducted at Diablo Valley College, in California, to draw a profile and track 4,251 students who applied or were identified as new in fall 1992. Percentage distributions were calculated for the sample and for the sub-groups who applied only, completed testing only, completed orientation courses only, and dropped all courses. Study findings included the following: (1) 69.2% (n=2,944) of the sample completed the semester, while 403 applied but did not attend, 221 completed testing and failed to return, 304 completed up to Counseling 105, 20 completed up to Counseling 105A, and 359 dropped all their courses; (2) those who applied but did not attend were more likely to have indicated a goal of other than transfer or vocational degree and were planning to work 31 or more hours per week; (4) students stopping after testing were more likely to be over 30 and planning to transfer without an associate degree; (5) students who stopped after completing the first counseling course were more likely to be between 25 and 29, and have an objective of a vocational degree, general education diploma, certificate, or to maintain a license; (6) those who dropped all their classes were more likely to have an educational objective other than transfer, have graduated prior to spring 1992, and be planning to work more than 30 hours a week; and (7) finally, students who completed the semester were more likely to be under 20 or over 30 and have chosen transfer as their objective.

Bogart, M., & Hirshberg, R. (1993, March). A holistic approach to student retention.Paper presented at the 6th Annual Midwest Regional Reading and Study Skills Conference, Kansas City, MO. (ERIC Document Reproduction Service No. ED 355 499)

Ranken Technical College, a small, private, non-profit, two-year technical college in St. Louis, developed a plan whereby at-risk students would be flagged, their needs assessed, and programs put into place to meet those needs. The desired result was a higher retention rate, especially among minorities. The following components were found to be essential to the drop-out prevention program: (1) an extended orientation; (2) a freshman survival course; (3) identification of at-risk students; (4) assessment of at-risk students; (5) specific prescriptions for remediation of weaknesses; (6) collaboration among faculty,
staff, and administration; (7) immediate, consistent, and on-going feedback among Learning Resource Center specialists, faculty, tutors and students, and, when necessary, administration and staff; (8) the ability to respond immediately to perceived trends; and (9) the flexibility to make ongoing changes in the program itself. The entire program works because the whole college is involved in the effort. A community of relationships and bonds for the students have been created for the students.

Braxton, J. M. et al. (1995). Expectations for college and student persistence. Research in Higher Education, 36, 595-612.

A multi-institutional study of 263 first-time college freshmen investigated the effects on students' social and academic integration of having expectations for college remain unmet. Results are discussed in terms of implications for enrollment management and the linkage of theories concerning college choice and student departure.

Brodsky, S. M. (1991). Behavioral instructional & departmental strategies for retention of college students in science, engineering or technology programs. How to become an even more effective teacher or departmental administrator. NY: City University of New York, Center for Advanced Study in Education. (ERIC Document Reproduction Service No. ED 338 159)

This document provides suggestions and strategies for teachers and departmental administrators to improve retention of college students in science, engineering or technology programs. Classroom management strategies include: setting the tone in the first class, demonstrating mastery of the subject, demonstrating enthusiasm for the subject, using good classroom management, reviewing study skills, encouraging out of
class study groups, assigning homework carefully, developing fair tests, monitoring student involvement during class sessions, knowing different learning styles, being aware of the barriers to learning, exhibiting professional conduct, being aware of some students' lack of support systems, encouraging high aspirations, and emphasizing the importance of mathematics. Suggestions for developing teacher-student sensitivity include studying educational psychology, encouraging all students, creating a nurturing environment,
treating students respectfully, being responsive to questions, identifying students needing help early, treating men and women students alike, and being sensitive to the other demands students may have. Suggestions for instructional department management include implementing early warning identification processes, arranging for students to meet those who are working in their field, establishing good coordination between faculty and counselors, emphasizing the connection between education and employment, developing a staff-wide commitment to retention, insisting on accurate course descriptions, and calling students who are often absent. Fourteen annotated references are included.

Brooks, L. C. (1991). Demographic and academic factors associated with first-to-second-term retention in a two-year college. Community Junior College Quarterly of Research and Practice, 15, 57-69.

Examines factors associated with persistence to a second term for 796 first time, two-year college students. Demographic variables correlated with low persistence were taking nondegree courses only, enrolling part time, working full time, and being over age 40. The only academic factor related to low persistence was a first term grade point average below 1.0.

Brown, N. W. & Cross, E. J., Jr. (1993). Retention in engineering and personality. Educational and Psychological Measurement, 53, 661-71.

Relationships between personality variables and entrance into and persistence in engineering and racial differences in personality profiles of engineering students were studied for 129 freshmen in engineering and 85 persisting engineering students. Results suggest that personality differences play a vital role in persistence but that racial differences are not decisive.

Cabrera, A. F., et al. (1993). College persistence: Structural equations modeling test of an integrated model of student retention. Journal of Higher Education, 64, 123-39.

A study integrated the major propositions of 2 theories of college persistence (Tinto's and Bean's) and used the resulting framework to survey a population of 466 first-year college students at 1 university. Findings supported most of the hypothesized links between the models and revealed a complex role for environmental factors in retention.

Calder, W. B. & Melanson, D. C. (1994). Using student goals assessment research in planning retention initiatives. Journal of Applied Research in the Community College, 2, 35-48.

Suggests that data from the assessment of students' goals can be used to improve retention by fostering student integration with the college environment. Describes the use of the Student Goals Inventory (SGI) with first-year students at two community colleges, indicating that the assessment program is practical to administer, monitor, and interpret in-house. (Contains 28 references)

Campus practices for student success: a compendium of model programs. (1994). Washinbton, DC: American Association of State Colleges and Universities. (ERIC Document Reproduction Service No. Ed 380 018)

This volume contains descriptions of programs for student success and retention at 68 state colleges and universities in the United States. Each institution is a participant in the National Retention Project, a research-based project working within broader campus cultures that are committed to providing access and success to students traditionally underrepresented in American higher education. The one-to-two-page program descriptions are arranged alphabetically by the name of the college. The programs are characterized by strategies which facilitate student success, such as: a student-centered philosophy, early intervention, routine faculty and student assessment, intrusive advising, involvement of faculty as well as senior administrators, and required orientation for new and transfer students. The volume contains a list of the members of the Sallie
Mae National Retention Advisory Panel, a list of conferences and participants, and an 88-item bibliography of resources on student retention in higher education.

Chaney, B., & Farris, E. (1991). Survey on retention at highereducation institutions (Higher Education Surveys Report, Survey Number 14). Rockville, MD: Westat, Inc. (ERIC Document Reproduction Service No. ED 342 334)

A survey was conducted to evaluate nationally the retention of undergraduates at institutions of higher education. In particular the survey sought to: determine the rates at which full-time students persisted in and completed higher education; identify factors that institutional representatives felt influence students to leave school; and describe institutional practices and policies to improve retention and their perceived effectiveness.
The survey was mailed to 541 institutions; it had an 87 percent response rate. The survey findings showed that of full-time freshmen entering school in fall 1988, 70 percent were still enrolled a year later. The reasons most commonly listed by institutional representatives as important in students choosing to leave without completing a degree or award were financial difficulties, accomplishment of objectives, personal reasons, and
poor grades. A majority of institutions collected data on retention within the last year indicating a high level of concern with retention in recent years. Selectivity in admission was the most important predictor of retention at higher education institutions. Programs listed as having a great impact on retention were: help with student finances, help with academic problems, and testing and performance assessment. In the past 5 years, 81
percent of institutions had developed programs aimed at increasing retention. Included are nine figures, and appendixes containing detailed tables, technical notes, and the survey questionnaire.

Chavez, M., & Maestas-Flores, M. (1991). Minority student retention: ENLACE. New Directions for Community Colleges, 19, 63-67.

Describes Evergreen Valley College's ENLACE program, designed to retain and matriculate Hispanic students and enable them to complete a cognitive academic core of English and math courses. ENLACE involves community mentors in communication and math skills improvement, career exposure, and serving as role models. Reviews results.

Conklin, K. A. Community college students' persistence and goal attainment: A 5-year longitudinal study. Association for Institutional Research. AIR Professional File, Number 55, Spring 1995. (ERIC Document Reproduction Service No. ED 384 404) Online. ERIC. (1995, November).

A representative sample of first-time, full-time freshmen attending 17 Kansas community colleges in fall 1985 were tracked through spring 1990. Eight separate surveys were mailed to between 50 and 100 freshmen at each college, receiving a final response rate of 82.8%. Study findings included the following: (1) 71% of the
respondents who initially planned to transfer had accomplished that goal by 1990, with 27.2% of the transfers attending other Kansas community colleges, 20.8% attending out-of-state colleges, and 88.7% attending Kansas four-year colleges or universities; (2) although the majority of respondents remained full-time students and earned a certificate or degree by spring 1990, the persistence and certificate/degree attainment rate of
respondents from Johnson County Community College (JCCC), the largest community college in Kansas in an affluent suburb of Kansas City, was surprisingly much lower than respondents from other Kansas community colleges; (3) the greatest percentage of JCCC respondents who provided reasons for not attaining their educational objective indicated that they had either lost interest of were still working on it; (4) the majority of
respondents expressed satisfaction with both their overall experience and their educational achievements; and (5) verbatim survey responses indicated the need for better preparation of transfer students for the substantial increase in pressure and expectations at four-year institutions; and the students' need for more assistance in
developing satisfying, comfortable social lives within the community college setting. To address these concerns, several initiatives have been implemented at JCCC such as increasing the number of student activities on campus and bringing university personnel to community college campuses to provide insight and advice to potential transfer students.

Curtis, S. M., & Harte, J. (1991, October). A freshman retention project at Borough of Manhattan Community College. Paper presented at the University of South Carolina Conference, "The Minority Student Today: Recruitment, Retention, and Success," San Antonio, TX. (ERIC Document Reproduction Service No. ED 348 096)

At Borough of Manhattan Community College (BMCC) in New York, the student body is 55% Black, 29% Hispanic, 7% Asian, and 9% White and other ethnic groups. Placement testing indicates that 70% of entering freshmen require some form of remediation. As part of BMCC's efforts to improve first-year retention rates, students requiring remediation have the option of enrolling in a free, 6-week intensive remedial summer session. In addition, all first-year students enroll in a year-long freshman orientation course taught by
a member of the counseling staff. In the 1989-90 academic year, BMCC initiated the Freshman Year Project (FYP), appointing a five-member committee which focused its efforts on advisement/counseling, curricular reform, and faculty development. Beginning in fall 1990, 10 full-time faculty members conducted orientations in small intensive sessions which met throughout the semester for a pilot group of 20 entering freshmen. In
1991, 50 full-time faculty members participated in the orientation. As a curriculum initiative, the FYP identified four courses with high attrition rates, reduced class size to 20 students, and introduced teaching assistants who also served as out-of-class tutors. By spring 1991, the initiative included 18 course sections. In addition, paired and blocked course sequences were introduced. In the area of faculty development, a group of 12
semester-long seminars was developed and overseen by the FYP committee; among the seminars were "New Paradigms, Old Paradigms: How Students Learn," "What We Know about Our Students," "Sexism in the Classroom," "Black English Workshop," and "Learning with Video."

Dale, P. M. [1995]. A successful college retention program. (ERIC Document Reproduction Service No. ED 380 017)

This study assessed the impact of the HORIZONS S tudent Support Program on
participating college freshmen at Purdue University ( Indiana). HORIZONS is a federally
funded program designed to increase retenti on of first generation, low income, or
physically disabled students. The cornerstone of the project and the vehicle through which
most services are delivered is the freshman orientation course, "Strategies for Effective
Academic Performance," which addresses cognitive and affective needs. Students meet for 3 hours
per week in a classroom to address the cognitive portion of the course and for 2 hours per week
in a "Community Building/Personal Growth Laboratory" to work on the affective portion of the
course. This study compared all 47 freshmen who entered the program in fall 1990 with a matched
group of those who did not. Results showed that participation in HORIZONS had a dramatic impact
on student retention and rate of graduation. The HORIZONS group retained 85 percent through 10
semesters while the control group retained only 47 percent. The increase in retention and graduation
rates resulted from the delivery of a comprehensive set of services. Students evaluated the
services and indicated that belonging to a support network, instruction in effective study
methods, and tutoring were the most important services.

Davidson, B. S & Muse,C. T. [1994] A ten year longitudinal study comparing 1980 freshman
students' persistence to graduation at two selected universities. (ERIC Document
Reproduction Service No. ED 372 682)

The purpose of this study was to compare the retention, pro gression, gra duation, and attrition rates of first time freshman enrolled in four-year undergraduate programs at the University of Nevada, Reno (UNR), and Pittsburg St ate University (PSU), Pittsburg, Kansas. The characteristics of both schools and the limitations of the study are presented in detail. The study found that the attrition rate was greatest between the freshman and sophomore years at both schools, that out-of-state students had a first year attrition rate of 38 percent for
PSU and 40 percent for UNR. Other results, such as effects of "stopping out" are discussed, as well as implications for further research and college retention programs. (Contains 18 references.)

Deutsch, B. et al. (1995, May). Integrating teaching, advising, and research tools: The student as learner inventory as retention and learning intervention. AIR 1995 Annual Forum Paper. Paper presented at the 35th Annual Forum of the Association for Institutional Research, Boston, MA. (ERIC Document Reproduction Service No. ED 386 997)

The Student as Learner Inventory, which was developed at Alverno College (Wisconsin), is described. Alverno College is a private, 4-year liberal arts college for women with an enrollment of 2,500 students. The inventory, which is completed by entering and second semester students in an undergraduate program, is integral to the curriculum. The inventory is part of a New Student Seminar and involves: self-reflection by students on
their development as learners; support for discussions by student, advisor, and instructor concerning learning issues; and identification of students "at risk" for attrition. Teachers bring students into a conversation about their learning perspective in relation to what will make them effective as learners in the curriculum. Consideration is given to: the rationale for research in a curriculum context; the contextual validity of the learning statements in the inventory; collaboration among researchers, instructors, and advisors;
reframing validity as research and instruction are combined; the value of putting learning ahead of research and measurement goals; integration of research and measurement with instruction; use of qualitative and quantitative responses to interpret student responses to the inventory; measurement perspectives on score uses; items specific to the local context and philosophy of learning; and inventory revision based on statistical
techniques and informed judgment. The inventory is appended, along with an educator's guide to the inventory.

Dolence, M. G. (1991). Setting the context for evaluation of recruitment and retention programs.In: Evaluating Student Recruitment and Retention Programs. New Directions for Institutional Research, No. 70, (pp. 5-19).

Effective evaluation of college student recruitment and retention programs is critical to any enrollment management strategy as a strategic tool and a policymaking tool. Meaningful evaluation is based on setting clear goals, asking the right questions, and establishing a context for interpretation of results.

Eaton, S. B. & Bean, J. P. (1995). An approach/avoidance behavioral model of college student attrition. Research in Higher Education, 36, 617-45.

A model of attrition based on theory of approach/avoidance behavior was developed and tested with 262 university students, mostly in their first and second years. The study demonstrated that certain approach/avoidance behaviors affected certain types of academic and social integration more than others, and that integration may be more complex than previously thought.

Fine, K. K., & Lehnertz, M. J. (1991). Retention of Minnesota college students: What about the community colleges? (Minnesota House of Representatives Research Department Working Paper 5). St Paul: Minnesota House of Representatives, Research Department. (ERIC Document Reproduction Service No. ED 341 410)

In 1988, a study was conducted by the Research Department of the Minnesota House of Representatives to examine college student retention and enrollment patterns in the state. Community college retention was examined by tracking the progress of fall 1987 entering freshmen through 1990. Interviews, focusing on students' plans, background, preparation for college, and freshman year experiences, were conducted with a sample of retained students and dropouts who entered as freshmen in fall 1988. Study findings included the
following: (1) by their second year of enrollment, 55% of the 1987 new entering freshmen (NEF) had dropped out; (2) 16% of the NEF transferred by the beginning of their fourth year of enrollment, with full-time students transferring at a higher rate than part-timers; (3) 35% of the students interviewed were not enrolled in a degree program and did not intend to pursue a degree; (4) by spring 1991, 25% of the fall 1988 degree-seeking
students had transferred, 33% had dropped out, 30% were still enrolled, and 13% were graduates; (5) the majority of community college students received some type of financial aid, most commonly a grant; (6) 82% of all students were employed, with dropouts working the most hours and four-year transfers working the fewest; (7) 34% of all students enrolled in at least one remedial or basic skills course; and (8) 29% of the
students reported some problem in enrolling in desired courses. The study report includes a discussion of the policy implications of the findings and options for addressing such problems as the lack of focus in the community college mission, low levels of student academic preparation, lack of timely completion, and low rates of transfer to four-year colleges. Data tables, graphs, and figures are provided

Francis, K. C. (1993). Success in school: A research agenda on student attrition and retention in the SEEK program. Educational Evaluation and Policy Analysis, 15, 437-41.

The institutional interaction processes in the Search for Education, Elevation, and Knowledge (SEEK) Program among students, staff, and faculty at Brooklyn College of the City University of New York are examined; and how assimilation into the institutional subculture may be enhanced is explored.

Fujita, E.& Alston, C. F. (1994, June). The president's task force on retention: addressing student success. Paper presented at the 6th Summer Institute on Institutional Effectiveness and Student Success, Atlantic City, NJ. (ERIC Document Reproduction Service No. ED 370 642)

Over the past decade, retention s tudi es at Hudson County Community College (HCCC), in New Jersey, have consistently placed the college at or near the bottom of a group of 19 New Jersey community co lleges in terms of retention. In an effort to determine why students were leaving and develop responses to student attrition, a presidential task force was established on student retention consisting of 22 people from every area of the college and co-chaired by a faculty member and a student affairs worker. To gather information, the task force conducted three retention surveys. First, retention-related materials were solicited from 82 top associate
degree-producing community colleges nationally, with plans, policies, descriptions, handbooks, and other materials being received from 30 colleges. Then, a survey requesting "1-3 suggestions" for improving retention was sent to all 220 full-time faculty and staff. Responses were received from 44 people and included 164 ideas related to improvements in academic support (24%), college services (18%), and employee attitudes and staff development (13%). Finally, a questionnaire soliciting suggestions for improvement and reasons for leaving was distributed to students in 24 English courses, resulting in responses from 338 students or 10% of the student body. One-third of the student suggestions were related to facilities and parking, while courses, services, instruction, academic support, and finances also received suggestions.

Garcia, P. (1991). Summer Bridge: Improving retention rates forunderprepared students. Journal of the Freshman Year Experience, 3, 91-105.

California State University's Summer Bridge program, a preenrollment course for underprepared freshmen that focuses on improving basic skills and familiarizing students with the university environment, has been successful in increasing first- and second-year retention rates for its first three student cohorts.

Glass, J. C., Jr & Garrett, M. S. (1995). Student participation in a college orientation course, retention, and grade point average. Community College Journal of Research and Practice; 19, 117-32.

Describes a study conducted at four North Carolina community colleges of the relationship between completion of an orientation by new students, higher retention, and grade point averages. Indicates that completing an orientation course during the first term of enrollment promotes and improves student performance regardless of age, gender, race, major, entrance exam scores, or employment status. (27 citations)

Gold, J. M. (1995). An intergenerational approach to student retention. Journal of College Student Development, 36, 182-87.

Presents the effects of intergenerational family patterns on the student's adaptation to the college environment. The discussion of two case studies illustrates the application of a Bowenian perspective of student retention issues to preventive and remedial programs. Proposes the advantages and disadvantages of an intergenerational approach to student retention

Gold, M. V. (1992). The Bridge: A Summer enrichment program to retain African-American collegians. Journal of the Freshman Year Experience, 4, 101-17.

A four-week summer program at Georgia State University prepares entering African-American students for college work through instruction in mathematics, reading, composition, study skills, word processing, tutoring, academic and career counseling, mentoring, and follow-up. The program has been well received and succeeded in enhancing retention.

Green, B. J. (1991). The Portland State University mentoring program for freshmen: The "PSU Minority Leadership Program" (MLP). (ERIC Document Reproduction Service No. ED 338 167)

This paper describes a minority leadership program, developed at Portland State University, Oregon, that is designed to increase the retention rate of minority and other underrepresented college students by helping them to adjust to the social and academic climate of the university. The program utilizes minority students who have successfully adapted to the campus system, who have developed unique strategies for coping with the university environment, who have developed their own networks of support, and who have begun to develop a unique set of leadership skills that may be shared with lower division students. The paper discusses the program's goals and objectives and presents the various activities that are designed to achieve them. Next, the employment position of "student guide" is described, including the duties, qualifications, specific responsibilities, and limitations. This is followed by a job outline for a student coordinator and co-coordinator. In addition, a questionnaire is included that is given to candidates of these mentoring positions, as well as training session outlines for co-coordinators and student guides. Finally, suggested activities are listed that are meant to act as a means to better acquaint the freshman with the mentor and the campus.

Grosset, J. M. (1991). Patterns of integration, commitment, and student characteristics and
retention among younger and older students. Research in Higher Education, 32, 159-78.

A study examined the differential impacts on college persistence of preentry attributes,
initial goal and institutional commitments, academic and social integration, and
subsequent goal and institutional commitments for younger (17-24 years) and older (25+
years) students. Significant age-related differences were found on some factors.

Hamilton, J. M. (1995). Enrollment, retention, and graduation of Blacks at Gainesville College.
GA: Gainesville College, Office of Planning and Institutional Research. (ERIC
Document Reproduction Service No. ED 379 019)
A study was conducted at Gainesville College (GC) in Georgia to investigate the
enrollment patterns, retention rates, and graduation rates of black students. Depending on
the data element, the period of time covered extended from the late 1980's to winter 1995.
In some cases, comparisons were drawn with other units of the University System of
Georgia. Study findings included the following: (1) American black enrollments
consistently fell below 5% of the total enrollment between fall 1990 and winter 1995,
with reasons for this low enrollment rate being the small number of college-ready black
students coming out of local high schools, increases in enrollments at Lanier Technical
Institute, and local students with financial aid choosing to attend other colleges and
universities; (2) 5-year systemwide retention rates for black students at GC were lower
than for all other students, though similar to the average statewide experience of blacks
who begin at other two-year colleges, but lower than the rates at traditionally black
colleges; (3) of the 25 black students who enrolled at GC as first-time, full-time students
during fall 1990 or fall 1991, 22 required remedial course work and only 1 received an
associate degree within 3 years of arriving at GC; and (4) 88% of the seniors graduating
from area high schools in 1993-94 were white, with the major feeder of black students to
GC graduating only six black students in 1993-94. A review of the literature on topics
related to the recruitment and retention of minority students is included.

Head, R. B. (1991). Student retention at Piedmont Virginia Community College, 1990-1991
(Research Report Number 7-91). Charlottesville, VA: Piedmont Virginia Community
College, Office of Institutional Research and Planning. (ERIC Document Reproduction
Service No. ED 339 440)
Sixth in Piedmont Virginia Community College's (PVCC's) annual series, this student
retention study was conducted to provide collegewide retention rates aggregated by a
variety of institutional and student characteristics, and to ascertain major differences
between returning and non-returning students. Official end-of-term data for the 1990-91
school year were examined to yield multiple retention measures. Major findings included
the following: (1) over one-half of all students enrolled at PVCC during fall 1990
returned and completed spring term 1991; (2) over 80% of all full-time students returned
to PVCC, as did over 45% of all part-time students; (3) overall, retention figures for
1990-91 were quite similar to figures for 1989-90 and 1988-89; (4) the retention rate for
full-time female students was higher than that for full-time male students (87.8% versus
78%); (5) while in 1988-89 the retention rate for full-time black students had been 22.3%
lower than that for full-time white students, in 1990-91, the retention rate for full-time
black students (85.3%) surpassed that for full-time white students (82.8%) by 2.5%; (6)
the retention rate for returning students was 85.5%, while the rate for new students was
79.2%; (7) retention rates for programs leading toward the Associate of Arts or Associate
of Science degree were slightly lower than those for programs leading toward the
Associate of Applied Science degree in 1990-91; and (8) demographically, returning and
non-returning students were similar, with the exception that approximately two-thirds of
the full-time, non-returning students were male. Data tables are provided.

Henry, T. C. & Smith, G. P. (1994). Planning student success andpersistence: Implementing a
state system strategy. Community College Review, 22, 26-36. Describes a systemwide
effort within the Colorado Community College and Occupational Education System to
develop a framework for improving student persistence and success. Highlights changes
to the original Bean and Metzner retention model, the characteristics and needs of
Colorado's two-year college student population, the campus-based implementation of
planning initiatives, and evaluation considerations. (13 references)

Hossler, D. (1991). Evaluating recruitment and retentionprograms. In Evaluating Student
Recruitment and Retention Programs. New Directions for Institutional Research, No. 70
(pp 95-99). San Francisco: Jossey-Bass.
Evaluation of college student recruitment and retention programs is complex and has
limitations that must be acknowledged. It requires an ongoing commitment to evaluation
and a willingness to look at such programs within the larger context of academic policies
and administrative procedures.

Higher education: Restructuring student aid could reduce low-income student dropout
rate. Report to Congressional Requesters. U.S. General Accounting Office, Gaithersburg,
MD. (ERIC Document Reproduction Service No. 381 078) online. ERIC. (1995,
August).
This study compared the relative effectiveness of grants and loans in helping low-income
students stay in college until graduation. The study analyzed two student-level databases.
One database contained data on a national sample of high school seniors who began
full-time study at four-year colleges and traced them through college. The other database
contained data on a group of relatively low-income freshmen from a large public
four-year university that "frontloaded" some of its institutional grant dollars as part of a
program to improve these student's dropout rates. In addition the study sought the views
of financial aid directors and 51 students from 12 colleges and universities. Results
found that grant aid lowers the probability that low-income students will drop out, while
loans have no statically significant impact on such students' drop-out rates. In addition,
for low-income students, grant aid is relatively more effective during the first school
year than in subsequent years. Results from a university that frontloaded grants for some
students as well as providing them with academic and administrative support reinforced
these findings. Appendixes contain detailed information on study methodology. Ten
tables and seven figures illustrate the report.

Hudson, J. B. (1991). The long-term performance and retention of preparatory division transfer
students: 1983-1990. Louisville, KY: University of Louisville, Preparatory Division.
(ERIC Document Reproduction Service No. ED 334 918)
This study analyzed the academic and demographic characteristics of 2,939 students
admitted to the University of Louisville (Kentucky) Preparatory Division (an
academic/enrollment unit for all students initially inadmissible to a degree-granting unit)
who achieved eligibility to transfer to a degree-granting unit of the University. It also
examined their performance patterns and characteristics in relation to the aggregate
Preparatory Division population. The study resulted in the following findings about the
students transferring to a degree-granting unit (as compared to the University's
undergraduate population): Division transfers were more likely to be female, African
American, first-generation college students, employed, and on financial aid; they were a
better-performing segment of the Division's aggregate population but not a particular
demographic or academic subgroup; first-year academic performance related strongly to
students' initial level of academic preparation, but retention and graduation related more
strongly to economic factors such as employment status, financial aid, and parents'
education; transfer students were prepared when they entered the University from the
Division; 291 Division transfer students graduated from the University, earning 309
academic degrees; the Preparatory Division strongly enhanced performance, retention,
and graduation rates of white females; white females tended to perform better, while
African Americans were more likely to persist. Appendices contain data tables. (Includes
25 references.)

Hudson, P. S. (1993). Addressing issues of student access and retention. The Fall 1991
AACRAO Focus Forum (Oglethorpe University, Atlanta, Georgia). College and University 68, 54-56.
Major presentations at an American Association of Collegiate Registrars and Admissions
Officers forum are summarized, including (1) a report of a study of students' perceptions
of racial climate on their campuses; and (2) a discussion of access, ability, and
achievement among minority group college students. Additional conference group
discussions are also noted.

Hull-Toye, C. S. (1995, November). Persistence based upon degree aspirations. ASHE Annual
Meeting Paper. Paper presented at the 20th Annual Meeting of the Association for the
Study of Higher Education, Orlando, FL. (ERIC Document Reproduction Service No.
ED 391414)
This study sought to develop a causal model for college persistence based upon students'
degree aspirations 4 years into the college experience. It is based on a subset of data
from the 1986 and follow-up 1990 Cooperative Institutional Research Program survey,
namely 1,473 students attending 261 institutions. The model examined five sets of
variables: (1) background characteristics; (2) initial personal commitment, namely degree
aspiration and occupational goal upon entering college; (3) institutional characteristics;
(4) satisfaction measures; and (5) personal commitment four years after enrolling as a
freshman. The results exhibited some validation of the conceptual model which theorized
that ability and socioeconomic status, along with measures of satisfaction and
commitment 4 years into the college experience, have similar effects as original degree
aspirations upon the subsequent measure of aspirations. Differences between male and
female students, and students attending public and private institutions, are also
considered. An appendix provides data tables and graphic representations of the
statistical models.

Hyman, R. E. (1995). Creating campus partnerships for student success. College and
University, 71, 2-8.
A Ball State University (Indiana) program to stre ngthen student retention involves a
Freshman-Year Experience Committee of 40 professionals representing key units in
academic and student affairs who collaborate to respond to the needs of first-year
students. The committee has designed policies for freshman dismissal and midterm evaluation
that are intended to support student achievement and persistence.

Isonio, S. (1994). Retention and success rates by course category, year, and selected student
characteristics at Golden West College. Huntington Beach, CA: Golden West College.
(ERIC Document Reproduction Service No. ED 377 895)
A study was conducted at Golden West College in California using data from the
state-report management information system files to analyze course completion and
course success data from fall 1991, 1992, and 1993. In addition to identifying trends, the
study made comparisons among ethnic groups, between males and females, and between
persons for whom English is the primary language and those with another primary
language. Study findings show: (1) the overall success rate was 66% in
credit/degree-applicable (CDA) courses, 72.4% in credit/non-degree-applicable (CNA)
courses; (2) retention rates were 79.8% in CDA courses and 84.8% in CNA courses; (3)
Asian students had the highest success rate in CDA courses for each of the fall terms; (4)
female students generally had higher success and retention rates than males; and (5)
students whose first language was other than English had higher success and retention
rates than their native English-speaking counterparts. The college has an obligation to
examine reasons for differential rates of success or retention to incorporate them into the
Student Equity Plan. It is appropriate to focus on factors such as preparedness,
motivation, study skills, and demands on time when discussing demographic variables
and educational outcomes. Twelve tables present the data.

Johnson, R. S., & Rodriguez, C. M. (1991, October). How policy makers address minority
student retention: Whose interests are being served? (ASHE Annual Meeting Paper).
Paper presented at the Annual Meeting of the Association for the Study of Higher
Education, Boston, MA. (ERIC Document Reproduction Service No. ED 339 310)
A study examined policies addressing minority student retention in higher education at
the national, state, and institutional level in order to clarify how the discourse surrounding
minority student retention in higher education is related to social and political purposes
and existing power arrangements. The study proceeded by critically examining two
documents issued by national groups, reports issued by state level educational bodies in
Arizona and Texas, as well as reports prepared by the University of Texas at Austin and
by the University of Arizona. For each set of documents representing either the national,
state, or institutional level the study looked at the following questions: (1) Who is
authorized to speak on minority student retention? (2) Who listens? (3) What can be said?
(4) What remains unspoken? (5) Which metaphors, modes of argumentation, explanation,
and description are valued? and (6) Which ideas are advanced as foundational to the
discourse? This content analysis of retention policies found that the policies leave intact a
fundamental ideology of cultural deficit and disadvantage and support existing power
arrangements. The analysis also found that policy reports address the same topics, use
similar metaphors, advance the same ideas as foundational to the discourse, and fail to
acknowledge racism. Included are 30 references.

Kangas, J. (1992). Success and retention rates for Gateway Uclasses, spring 1992 (Research
Report#256). San Jose, CA: San Jose/Evergreen Community College District. (ERIC
Document Reproduction Service No. ED 349 049)
In spring 1992, a program was initiated at San Jose City College (SJCC) in California to
assist underprepared student entering reading, writing, and math courses below the level
of transfer English and math courses. The program entitled Gateway U (GU), included
the following components: weekly surveys of students during the first 4 weeks of class to
determine if students understood their assignments, and if they wanted to see a tutor, talk
with the instructor, or study with other students; a program assistant who immediately
contacted students having difficulty; block scheduling of reading, writing, and math
classes; student study groups; and assistance for students on visits to student services
offices. A total of 259 students participated in GU. Success and retention rates were
compared to the 796 students who were in remedial class sections that were not a part of
GU. Program outcomes included the following: (1) 64% of the GU students (n=167) were
successful in their courses (receiving letter grades of A, B, C, or credit) as compared with
45% of non-GU students (n=358); (2) class retention (of those receiving letter grades of
A, B, C, D, or credit) for GU students was 72% (n=186) as compared with 53% for
non-GU students (n=421); (3) 81% of the time (based on 22 of 27 comparisons) GU class
sections had higher success rates than non-GU sections; (4) 85% of the time (23 of 27
comparisons) GU sections had higher retention rates than non-GU sections; and (5) 86%
of the students in GU were ethnic minorities, including 52% Hispanic, 23% Black, and
5% Asian, compared with 73% ethnic minorities in non-GU sections. Data tables are
included.

Kennedy, G. J. et al. (1995). Changes in social and academic integration in freshmen of high
and average ability: Implications for retention. NACADA Journal, 15, 9-19.
A survey of 219 Ohio State University students before and after freshman year
investigated the relationship between retention and changes in freshman perspectives on
social and academic issues. Results indicate faculty contact may play a significant role in
student attitudes but may not affect retention. Retention may be only indirectly related to
social/academic integration, depending more on student characteristics/predispositions.

King, M. C. (1993). Academic advising, retention, and transfer. In M. C. King, (Ed). Academic
advising: Organizing and delivering services for student success. New Directions for
Community Colleges, No. 82, (pp. 21-31). San Francisco: Jossey-Bass.
Stresses the central role of academic advising in student retention. Reviews Tinto's model
of retention stressing the importance of student academic and social integration.
Describes studies demonstrating the predictive validity of integration for retention, and
identifying attitudinal and behavioral correlates of attrition. Reviews obstacles to student
transfer and impact of advisement on transfer.

Kluepfel, G. A., et al. (1994). Involving faculty in retention. Journal of Developmental
Education, 17, 16-26.
Describes Rutgers University's Gateway retention program which involves a number of
academic departments in the development of retention programs. Highlights particular
Gateway courses in the sciences, humanities, and social sciences. Discusses the benefits
of faculty involvement and the importance of incentives for involvement. Reports a 90%
first-to-second year retention rate.

Kluepfel, G. A. & Hovland, M. (1994). Developing successful retention programs: An
interview with Michael Hovland. Journal of Developmental Education, 17,
28-30,32-33.
Michael Hovland, the senior consultant at Noel-Levitz Centers, responds to questions
about summer bridge programs, first-year seminar programs, Rutgers' retention model,
faculty reactions to retention programs, the impact of retention programs on institutional
mission, administrative involvement in retention, student assessment, retention efforts for
special populations, and retention models that do not work.

Lee, C. (1991). Achieving diversity. Issues in the recruitment and retention of underrepresented
racial/ethnic students in higher education: A review of the literature. Alexandria, VA:
National Association of College Admissions Counselors. (ERIC Document
Reproduction Service No. ED 338 941)
Much has been done in recent years to enhance the quality of the educational experience
for students from underrepresented racial/ethnic groups on college campuses. However,
many major problems still exist, presenting professionals concerned with the educational
development of students with many significant challenges. This literature review focuses
on issues in the recruitment and retention of the following underrepresented racial/ethnic
students in higher education: Native Americans, African Americans, Latino/Hispanic
Americans, Asian Pacific Americans, and Undocumented Students. The review contains
four chapters. The recruitment chapter focuses on issues related to the postsecondary
transition process. The chapter on retention reviews the salient issues related to the
college enrollment, retention, and graduation of students from these racial/ethnic groups.
Before examining these two issues, the first two chapters discuss, respectively,
enrollment and graduation trends for underrepresented racial/ethnic students, and the
cultural dynamics that must be considered in recruitment and retention policies. The
issues and research findings provided in this review stress the need for new policy
directions that insure maximum participation in the higher education process for students
from underrepresented groups.

Levin, J. & Wyckoff, J. H. (1995). Predictors of persistence and success in an engineering
program. NACADA Journal, 15, 15-21.
A study (n=510) investigated students' cognitive and noncognitive variables predicting
success and persistence in an undergraduate engineering program. Students performing
well in science and mathematics and genuinely interested in engineering were more
likely to persist and succeed. Predictor variables changed over the students' first two
years. Academic advising implications are discussed.

Licklider, P. (1993). Linking freshmen to increase retention.Community College Journal of
Research and Practice, 17, 59-73.
The Linkage Program at John Jay College of Criminal Justice links small groups of
entering first-year students with similar academic skills in three courses whose instructors
meet beforehand to coordinate assignments and class materials. Describes the evolution
and outcomes of the Linkage Program, highlighting its effects on academic persistence

Lyons, L. (1991, May). The integration of qualitative andquantitative research in a longitudinal
retention study (AIR 1991 Annual Forum Paper). Paper presented at the 31st Annual
Forum of the Association for Institutional Research, San Francisco, CA. (ERIC
Document Reproduction Service No. ED 336 034)
Tinto's retention model provided the theoretical framework for the design of a
comprehensive student-retention study at an urban, public 4-year college. The study
employed quantitative and qualitative methods to obtain a broad understanding of the
many salient factors that contribute to student persistence over a 4-year period.
Institutional data files were examined to obtain longitudinal retention data and student
background information. Focus-group interviews and surveys with fourth-year persisters
(N=114), supported by broadly-based survey data, were utilized to assess the students'
academic and social integration with the college. Study results indicated that background
characteristics were less critical to long-term retention than the students' level of
integration within the institution. In this regard, academic and social factors were
considered important to the development of strong educational goals and institutional
commitments. The study also showed the importance of assessing student attitudes
toward academic and social issues and of integrating a variety of qualitative and
quantitative data in order to more fully understand the salient aspects of student retention.
Contains 12 references.

Manzo, K. K. (1994). Priorities: Retention programs more visibleafter decades of neglect. Black
Issues in Higher Education, 10, 16-18,21-25.
After many years of focusing on providing black students with access to postsecondary
education, attention is being refocused on retaining students through graduation. Critics
say that enrollment rates, not commitment, dictate retention efforts and that such
programs are isolated, not institutionwide efforts. Some institutions are sharing dropout
prevention strategies.

Martin, J. & Samels, J. E. (1993). Training administrators to serve as student mentors: An
untapped resource in retention planning. College and University, 69, 14-21.
Mount Ida College (Massachusetts) has found the use of college administrators as
mentors to students, complementing academic advising and faculty mentoring, to be an
effective approach to strengthening the tie between first-year college students and their
institutions. The impact has been noticeable in the campus culture as well as in student
retention.

Matthews, D. B. (1995). An investigation of the learning styles of students at selected
postsecondary and secondary institutions in South Carolina. ( Research Bulletin No. 60).
South Carolina State University. (ERIC Document Reproduction Service No. ED 386 098).
This study examined the learning styles of postsecondary and secondary students in
selected institutions throughout South Carolina. The sample in clu ded o ver 2,000 college
and university students and over 6,000 high school students. The five-phased research program
examined: (1) the learning styles of first-year college students; (2) the learning styles of
majors in various disciplines and the association of learning styles with parents' educational
level, family size, community, and college or university; (3) the relationship between
retention and learning style; (4) the learning styles of high school students, including a
comparison of secondary and postsecondary learning styles; and (5) learning styles in relation
to gender and race. The study found that first-year college students preferred social and
conceptual styles of learning to other styles, and that students with applied styles performed
better in school and scored higher on standardized tests than did students with other styles.
It also found that mathematics majors selected the applied category most often, whereas majors
in humanities, social sciences, education, and business selected the conceptual category most
frequently. Other significant results are discussed. Two appendixes provide copies of the
student survey questionnaires and statistical tables. (Contains 91 references.)

McHewitt, E. R. (1993). Graduation rate differences within the VCCS, August 1993.
Richmond: Virginia State Department of Community Colleges. (ERIC Document
Reproduction Service No. ED 360 036)
A statewide retention study conducted in fall 1992 revealed significant differences in
graduation rates among Virginia Community College System (VCCS) institutions. To
determine factors related to student graduation and differences in graduation rates for
VCCS colleges, an analysis was undertaken of the characteristics of fall 1989 entering
students and the characteristics of students from this cohort who received an award (i.e.,
certificate, diploma, or associate degree) by June 1992. Results of the analysis included
the following: (1) graduation rates for the 23 colleges in the VCCS ranged from 53.8% to
4.8%, with a system-wide average of 10%; (2) with respect to graduates system-wide,
53% were female, 82% were under 25, 86% were white, and another 86% were enrolled
full-time; (3) while age, race, and gender were related to receiving an award, they were
not as strongly related as the program selected, college location, and student course load;
(4) occupational-training students were more likely to graduate than transfer students; (5)
the probability of receiving an award for urban students was only about half of that for
non-urban students; (6) students who initially enrolled full-time were five times more
likely to graduate than part-time students, though the 3-year period commonly used in
graduation studies is generally not enough time for part-time students; and (7) colleges
with large numbers of part-time freshmen had lower graduation rates, even if the tracking
time was extended to 7 years.

McIntire, R. W., et al. (1992). Improving retention throughintensive practice in college survival
skills. NASPA Journal, 29, 299-306.
Examined effectiveness of General Education 100 (GNED 100), behaviorally oriented
course addressing nonacademic/academic factors affecting student retention. Compared
to performance predicted by university's admissions formula, performance of 407 GNED
100 students exceeded predicted norms by as much as 1 grade point. Differences related
positively to performance in GN ED 100, being greatest for students performing well in
course.

Morris, C. (1992). Retention rate related to choice of first termcoursework (Research Report
No.82-39). Miami, FL: Miami-Dade Community College, Office of Institutional
Research. (ERIC Document Reproduction Service No. ED 256 421)
A study was conducted at Miami-Dade Community College to determine whether a
student's choice of first-term courses related to subsequent retention. The database used
for the study was the Basic Skills Validity Studies file, which contains records on all
first-time-in-college students tested during the fall 1980-81 term, including information
on the developmental and core courses taken by the students and the total credits carried
during the term. Study findings indicated that taking extra coursework beyond
developmental and core courses during the first term improved student retention. For
students with low basic skills levels, optimal retention occurred when a mix of core,
developmental, and extra coursework was taken. Students who chose to take only
developmental courses had quite low retention rates, as did students who chose to take
only non-developmental/non-core courses. While the retention rate for part-time students
was generally much lower than that for full-time students, in every case the selection of
an extra course during the first term improved retention.

Murdock, T. et al. (1995, May). The effect of types of financial aid on student persistence
towards graduation. AIR 1995 Annual Forum Paper. Paper presented at the 35th Annual
Forum of the Association for Institutional Research, Boston, MA. (ERIC Document
Reproduction Service No. ED 387 009)
The relationship between student persistence and types of financial aid at a Jesuit
comprehensive university was studied. Three freshmen cohorts (134 for 1989, 171 for
1990, and 131 for 1991) of 436 students were tracked through fall 1994. Attention was
focused on nine financial aid variables, five additional noncategorical and six categorical
variables and their relationship to yearly persistence to graduation. Nine models were
derived using logistic regression. Although loans were a significant discriminator
between persisters and nonpersisters for white males and females during their freshmen
year, academic ability of students may have influenced the results since the institutional
financial aid award policy establishes an inverse relationship between the amount of
loans that make up a student's financial aid package and their academic ability. As
students progressed toward graduation, the amount of financial aid award and unmet
need became more important discriminators than types of financial aid. College grade
point average was found to be the strongest discriminator of all 20 variables in predicting
persistence during the first 3 years. Ethnicity, gender, and year in school appeared to be
important variables in studying different types of financial aid and other variables on
persistence.

Nelson, B., et al. (1993). Effects of learning styleintervention on college students' retention and
achievement. Journal of College Student Development, 34, 364-69.
Assigned community college first-year students (n=1,089) to three groups that differed
with the intensity of a learning style intervention. Follow-up during the next semester
revealed that students in the highest intensity group achieved significantly higher
grade-point averages and higher retention rates than those in the other groups.

O'Neil, K. K. (1993). An evaluation of student retention effortsat a small college. NASPA
Journal, 31, 36-40.
Surveyed college administrators, faculty, support staff, and students (total n=211) to
assess retention efforts at small college. Found both differences and similarities among
groups. Findings suggest that progress has been made in improving retention efforts.
Results revealed that respondents did not always perceive close relationship between
theory and practice in current coordination of retention efforts.

Pacheco, A. (1994). Bridging the gaps in retention. Metropolitan Universities: An International
Forum, 5, 54-60. (Theme Issue: "Metropolitan Universities and the Schools.")
This paper reviews the literature on student retention at urban colleges and explores
notions of student involvement and academic and social integration especially in relation
to nontraditional students. It describes some programmatic interventions designed to
improve retention. The paper concludes that partnerships with public schools may have a
significant impact on retention at urban universities.

Pickering, J. W., et al. (1992). The effect of noncognitive factors on freshman academic
performance and retention. Journal of the Freshman Year Experience, 4, 7-30.
A study of 1,587 first-year students at 1 university investigated the usefulness of 16
noncognitive factors as predictors of (1) academic difficulty or success after the first year
and (2) attrition or retention into the second year. Data were drawn from a survey and
academic records.

Polansky, J., et al. (1993). Experimental construct validity of the outcomes of study skills
training and career counseling as treatments for the retention of at-risk students. Journal
of Counseling and Development, 71, 488-92.
Evaluated separate and combined effects of study skills training and career counseling on
student retention among 36 college students at high risk for dropping out of college.
Students were randomly assigned to one of four treatment or control conditions. Only
study-skills-alone treatment had significant positive impact on retention and achieved
significantly greater academic success compared to other groups

Retention report for first-time entering students to Midlands Technical College, 1988-1991
(Report II). (1992). Columbia, SC: Midlands Technical College. (ERIC Document
Reproduction Service No. ED 345 763)
In 1989, Midlands Technical College implemented a comprehensive student tracking and
retention reporting system to provide data on first-time students beginning in fall 1988.
Highlighted findings for 1988 through 1991 included the following: (1) the freshman to
sophomore retention rate for the fall 1990 cohort was 53.8%, a 6.4% increase over the fall
1988 group; (2) the composition of the entering student cohort showed slight increases in
the percentages of males, non-minorities, and part-time enrollees, as well as a significant
increase in the percentage of students enrolled in partial or full developmental studies
(DVS) classes during their first term; (3) the one-year retention rate of black students in
the 1990 cohort increased by 9.2% over that of the 1988 cohort, while the two-year
retention rate of black students in the 1989 cohort increased by 2.9% over that of the 1988
group; (4) retention among females increased from 51% for the fall 1988 cohort to 60.4%
for the fall 1990 cohort, while male student retention increased from 42.5% to 45.8%
during the same period; (5) the one-year retention rates of 1990 entering students enrolled
in full or partial DVS classes their first term increased by 16.9% and 10.8%, respectively,
when compared to their 1988 cohorts; (6) college-wide graduation rates within a two-year
period decreased for the 1989 cohort when compared with the 1988 cohort; and (7) the
first-year grade point averages of retained students rose steadily over the three years
examined. The report provides detailed tables and graphs, as well as an appendix
containing an aggregate retention report by program.

Rickinson, B. & Rutherford, D. (1995). Increasing undergraduate student retention rates.
British Journal of Guidance & Counselling, 23, 161-72.
Examined factors which influence withdrawal/retention rates in the first term at one
university. Data were based on a questionnaire survey of the new undergraduate intake.
The effectiveness of counseling intervention with first-year undergraduates at risk of
leaving school in their first term is also explored.

Romano, R. (1995). First-year attrition and retention at a community college. Journal of
Applied Research in the Community College, 2, 169-77.
Describes a study that uses multiple regression analysis to identify factors associated
with attrition as well as discriminant analysis to develop a profile of high-risk students
before they start classes. Results show that being placed on academic probation was the
best predictor of whether a student would leave school.

Rombouts, S. (1991). The use of contingency tables in student retention studies. College and
University, 67, 37-46.
The use of contingency tables in creating a statistical profile of a college student
population is explained. The method provides simultaneous cross-indexed frequency
distribution of two database fields. Common uses are discussed, and application is
illustrated in a hypothetical student retention study. Extensions for nonnumerical fields
and minority retention studies are considered.

Ronco, S. L. (1995, May). How enrollment ends: Analyzing the correlates of student
graduation, transfer and dropout with a competing risks model. AIR 1995 Annual Forum
Paper. Paper presented at the 35th Annual Forum of the Association for Institutional
Research, Boston, MA. (ERIC Document Reproduction Service No. ED 387 007)
This study applied the methodology of competing risks survival analysis to determine the
probability that a student's first enrollment in the university will end in graduation,
transfer, or withdrawal. The risk factors associated with each mode of exit were assessed,
with attention to factors such as admission status, full-time or part-time enrollment,
major, grade point average (GPA), and ethnicity. The ways that the risk factors exert
different influences at different times were also addressed. The analyses were based on
the cohort of 1,635 first-time-in-college students entering the university in fall 1987 and
followed through spring 1994. Results showed that the risk of transfer to a two-year
college was almost as high as the risk of dropout throughout the enrollment period, and
that provisionally-admitted students and those with low GPAs were at greatest risk.
Almost one-third of the cohort graduated. and almost as many dropped out. The next
largest group transferred to a two-year college. By studying the timing of exit, it was
learned that what originally was thought to be a high dropout rate after the second
semester, especially for Hispanic and provisional students, was, at least in part, a
significant movement to the community college.

Rowe, F. A., & Smith, N. M. (1992). Relationship ofnonintellectual variables to student
retention for office occupation majors in the community college. Community Junior
College Quarterly of Research and Practice, 16, 271-78.
Compares persisters and noncompleters enrolled in an office occupations major at Utah
Valley Community College in terms of scores on Super's Work Values Inventory and
Holland's Self-Directed Search. Found little relationship between work values and
retention.

Rudmann, J. (1992). An evaluation of several early alert strategies for helping first semester
freshmen at the community college and a description of the newly developed Early Alert
Retention System (EARS) Software. Irvine, CA: Irvine Valley College. (ERIC
Document Reproduction Service No. ED 349 055)
An overview of the development and evaluation of an early alert procedure for identifying
and assisting students experiencing academic difficulty at Irvine Valley College (IVC), in
California, is provided in this report. The first section introduces IVC's new personal
computer-based Early Alert Retention System (EARS) software, as well as the research
conducted to evaluate the effectiveness of the project as it evolved. The next four sections
present research summaries, providing a hypothesis, guiding questions, study
methodology, detailed results, tables and charts, and conclusions for the following: (1) a
pilot project of faculty mentoring for 160 students randomly selected from a pool of 800
new matriculants and collection of mid-semester alerts from faculty; (2) an evaluation of
mid-semester early alerts using an experimental design which compared the performance
of students who had been issued a letter of concern/support, those to whom letters
requesting that they consult an "early advantage" advisor had been sent, and those not
contacted; (3) early alert rosters issued to teachers of all first semester students; and (4)
the effectiveness of College Student Inventory for predicting academic outcomes. A key
finding presented in the second research summary is that full-time students receiving alert
letters had the highest end-of-year retention (81.3%), while part-time students in both the
advisor and letter groups had greater end-of-year retention than those not contacted. A
detailed discussion of approaches to designing and implementing early alert processes
conclude the report. An appendix includes a description of the EARS software, and
samples of early alert forms, letters, and logs.

Ryland, E. B., et al. (1994). Selected characteristics of high-risk students and their enrollment
persistence. Journal of College Student Development, 35, 54-58.
Examined factors affecting persistence/attrition of college students (n=301) at high risk
for dropping out who were enrolled in personal and academic development seminars.
Findings revealed that student demographic and retention characteristics, rather than
stress coping resources, appeared to be most useful in predicting attrition. Findings
suggest that academic self-confidence of nonpersisters could be low.

Santa Rita, E. (1992). Educational advising for student retention. Bronx, NY: Bronx
Community College, Department of Student Development. (ERIC Document
Reproduction Service No. ED 360 020)
Drawing from the literature and research on educational advising and student retention,
this handbook provides practical guidelines on advising students, based on five
propositions. The propositions are that: (1) educational advisement should be designed to
provide accurate, consistent, accessible information for students concerning their progress
within their curriculum; (2) the best single indication of the likelihood of college
persistence is the student's ability to cope with academic problems; (3) educational
advising should be career focused; (4) the quality of student-faculty interaction is a major
contributing variable to college holding power; and (5) the premier goal of educational
advising is a full response to the student's needs. Each of the five sections of the
handbook deals with one of these propositions. Part 1 deals with providing information to
different categories of students, including returning, entering, freshmen,
English-as-a-Second-Language, international, undecided, change of major, transfer,
part-time, and probationary students. Part 2 suggests ways of helping students cope with
19 difference academic problems. Part 3 deals with 15 categories of difficulties
encountered in the course of making a decision about a career. Part 4 reviews seven ways
of responding to students who come for advisement. Finally, part 5 outlines the method of
making an effective referral and summarizes referral skills. Each section concludes with
case studies and specific recommendations. An academic advisor checklist and evaluation
form used at Bronx Community College and responses to case problems are included.

Santa Rita, E. (1991). Retention Checklist. Bronx, NY: Bronx Community College. (ERIC
Document Reproduction Service No. ED 330 412)
Designed to improve student retention at Bronx Community College (BCC), this
workbook is comprised of sets checklists for use by students in evaluating their progress
toward a number of academic, personal, and work-related goals. The workbook is divided
into five sections, each containing a set of goals and associated checklists. Part I deals
with self-knowledge and interpersonal skills and contains six checklists addressing the
goals of developing one's unique personal characteristics; physical and mental health;
positive self-esteem; listening and expression skills for interpersonal problem solving;
effective relationships with peers and adults; and responsibility for oneself. Part II focuses
on bonding with BCC and contains six checklists addressing the goals of developing
personal and special relationships with counselors, instructors, and academic advisors;
developing a sense of pride as a BCC student; and learning to utilize the college's
resources. Part III includes 10 checklists dealing with study