Do you know about - Why Students Leave College
Ed.D. Degree! Again, for I know. Ready to share new things that are useful. You and your friends.Attrition, meaning shrinking, is a generally used term in college. Pupil attrition typically refers to the whole of students who do not perfect their schedule of studies. These "dropouts" are viewed as failures by the schools and cut the "graduation rate" typically measured by everyone from the schools themselves, to the accrediting agencies to the national publications (e.g., U.S. News & World Report).
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The dropout rate at American universities is about 50% for former students and 60% for online learners. (National Dialog on Pupil Retention, 2008)
Validity and Reliability
As any statistician or graduate Pupil can tell you a statistic is meaningful only when it satisfies two prominent criteria: Validity (both "construct" and "content"), and Reliability. Validity, the most vital of the two, plainly means that the test "measures what it purports (is supposed) to measure". And Reliability means that it consistently does this over time.
How valid is this measure?
With attrition, there are several concerns. If the retention rate is calculated programmaticaly, it fails to catalogue for inter-program transfers. If it is applied to the institution as a whole, it still has problems. For example, do we surely want to quantum if a Pupil completes their education at a single institution, or should our former concern be that the students obtains their degree or diploma? It could be surely argued that the latter quantum is most important. When the Census Bureau reports on the division of "college graduates" they aren't particularly concerned about how many schools the graduate attended. Either the Pupil graduated from "Podunk U" or "Retention College" is of no consequence. The prominent whole is the division who graduates.
The institution perspective
Of policy colleges are all the time finding for ways to quantum their success. Is it quality, quantity, reputation, faculty/student ratios, etc.? All of these measures, and more, are incorporated into the College Rankings which are so eagerly consumed by prospective students, parents, graduates, administrators and the college community. Just take a look at the most recent U.S. News College Rankings.
But how meaningful are these measures and rankings? Probably not very. From one perspective, especially at the two-year (Community College) level, success could mean that there are large numbers of transfers to four-year colleges. This would be true Either or not the Pupil completed their company degree. A broader view of institutional success may involve a longer perspective. Longitudinal studies, tracking students throughout their total academic life might contribute a best perspective. For example, if a Pupil attends "Lousy U" and has such a horrible palpate that he is turned off from education for the rest of his life, that would clearly be a negative. If, on the other hand, students at "Success College" gain reliance and palpate academic success, but due to increased reliance and broadened perspectives move on to other schools prior to completing their schedule of studies, this could be thought about extremely positive.
Student retention study
The converse of Pupil attrition is Pupil retention. Possibly the best model of Pupil retention comes from study and a theoretical perspective provided by Vincent Tinto (Tinto V, ). Although there is small empirical evidence to keep Tinto's theories, his work clearly identifies the complexities of the issue. Some of the factors in the retention equation include: academic integration, teaching, learning, support, facilities, [student] qualifications/preparation/motivation, individual attributes, house attributes [e.g., mother's education], finances, debt, medical, house events, collective integration, etc. When interacting with the vital factors of Goal Commitment and Institutional Commitment, dropout decisions are made (or not made).
According to Tinto the distinct reasons for departure boil down to two categories: 1) Voluntary (student decision) and, 2) Involuntary (poor academic [and/or attendance] performance). Tinto, (and other researchers) additional refine this model by emphasizing two overarching decision markers: 1) academic Integration, and 2) collective Integration.. In other words: 1) how is the Pupil performing academically, how much do they enjoy their subjects, and how they view themselves as a student; 2) how many friends the Pupil has at the school, ability of interaction with faculty and staff, and how much they enjoy being at the school.
What can We Learn?
The admission of students who are not ready, inadequately prepared, or don't have sufficient commitment to consequent in a College schedule will clearly increase the attrition rate, and although intervention can help mitigate the problem, the stage is set for failure. And, many students lack the self-motivation to achieve adequately in the less-structured post-secondary setting.
Students leave school for a whole of reasons. They may not do well academically, or they may have competitive priorities which cause attendance problems. They may feel socially isolated at school or feel disconnected from the institution. They could have financial problems, house problems, studying disabilities, transportation, childcare or persistence issues. They can have a combination of problems, and even all of the foregoing could apply. If they are minority, foreign, adult learners, re-entry students, low earnings students, single-parents, etc., they have additional complications. Students may not feel supported by the institution or do not narrate well with its staff. A former factor is students' connection with their teachers.
Merely measuring attrition may not tell the whole story. And, some factors are beyond executive or faculty control. However, establishing a supportive culture and a welcoming environment can help.
What can be Done to heighten Pupil Retention?
The literature provides a whole of suggestions, and intuitively we know some approaches that work. Here are some ideas:
--Provide Pupil services emphasizing a keep system for the Pupil (e.g., orientation, advising, counseling, Pupil organizations, collective events, carpooling assistance, tutoring, etc.)
--Establish systems to proactively identify problems and speedily intervene to resolve them (e,g., grades, attendance, distraction, etc.)
--Enlist the keep of the faculty in enhancing Pupil retention. Forewarn them of the problem, offer recommendations, and most importantly solicit their input. --Encourage Pupil input, e.g., Pupil satisfaction surveys.
--Allow students to gain some success before enrolling them in "weed out"/ bottleneck courses (e.g., math and science). --Arrange Pupil events (e.g., Charitable events, pizza sales, celebrations)
--Promote "belongingness" straight through Pupil government, associations, clubs, etc.
--Recognize Pupil achievements and success (attendance and academic awards) --Keep students ordinarily informed about their academic progress.
--Gather and analyze Pupil attrition data. Benchmark data and compare with comparable institutions.
--Link with employers and possible employers of students and graduates. contribute excellent career Placement Services for all students. --Assign Pupil mentors to sustain incoming students.
--Develop, raise and claim a friendly, buyer service oriented atmosphere.
--Constantly review, analyze and upgrade programs and services.
--Make every Pupil feel welcome and necessary.
Finally...
Students leave college for a collection of reasons. Sometimes the institution is powerless to influence these decisions. However, the ideas presented in this article may be vital to administrators finding to cut attrition. It's undoubtedly worth a try.
References:
Tinto, V (1975) "Dropout from Higher Education: A Theoretical Synthesis of recent Research" narrate of Educational Research, vol.45, pp.89-125
Tinto, V (1982) "Limits of system and institution in Pupil Attrition" Journal of Higher Education, vol3 pp. 687-700
Tinto,V., Leaving College: Rethinking the Causes and Cures of Pupil Attrition, 1994, Univ. Of Chicago Press
Journal of College Pupil Retention: Research, system and Practice, Ed. Alan Seidman
National Dialog on Pupil Retention, 2008
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