Critical Analysis Of Systems, Action Science, And Funries Of Adult Literature

Historically Black Colleges and Universities (HBCU) are experiencing low retention rates with first generation college students. The students are not graduating within a four to six year enrollment period, and or are not returning after their freshmen year. As the American workforce looks to colleges and universities to fulfill the workforce pipeline with educated diverse workers, HBCUs are in the spotlight to produce qualified minority graduates. Moreover, HBCU’s are looking to refine their methods of inclusion and buy-in, this will in-turn manifest a higher level of retention amongst first generation college students.

He also examines and illustrates in his book how factuality members serve as a major factor in their student’s retention in college programs. His book on student persistence was written in order to help clarify and solve the disengaged students and make the connection of engagement connecting strong education.

According to the National Association of School Psychologists (2003), each year, schools retain as many as 15% or more than 2.4 million American students. Other studies found that between 30% and 50% of all students experience retention at least once by the time they are freshman in high school (Robertson, 2001). For students in urban districts, the estimated retention rate is approximately 50%. The National Center for Education Statistics (2006), estimated that the number of students retained at least once in their school career ranged from 10% to 20%... Of those retained, black students experienced retention more than twice as much as white students, and boys twice as much as girls. The controversial practice of grade retention is a concern

Sometimes when proposal are brought forth, and it is a subject that people are not familiar with, I think individuals have to be more open to thoughts and to try and do something different. I know this makes innovation difficult at times, but this also shows that when individuals don’t understand something they will sometime shut it down without truly understanding what can assist students in being successful. In this case, if we are looking at retention, there are seminars or information that need to be shared with underrepresented students to assist them with their

numerous authors, such as, Hu & Ma (2010), Lee & Choi (2011), Hu, McCormick, & Gonya (2012) have elaborated on the impact of how it contribute to the study of student retention. These authors concluded from their studies, that the Tinto’s Theory of Student Departure helped to enrich the understanding of student persistence in college. A mixed-method study by Morrow & Ackermann (2012) evaluated the importance of a sense of belonging and motivation in predicting intention to persist in college, and retention of students from their first to second year. One hundred and fifty-six

Attrition is the rate in which students disenroll from a post-secondary institution, which was defined in O’Keeffe’s (2013) article. Past research has suggested that the lack of participation and the culture shock of some students have contributed in such high attrition rates (O 'Keeffe, 2013). From the outcomes of these researches, universities have implemented programs to retain and increase retention rates. However, when it comes to attrition rates, it seems that one population of students goes unnoticed.

This paper described the data-collection and data-analysis needs for increasing the retention rate of adult learners; subsequently, there was an inclusion of strategies utilized in succeeding collection. There was a description of the communication needs for the stakeholders that included strategies to meet those

The authors in this article looked at many factors that lead to retention in the United Sates. The authors look at environmental factors and socioeconomic factors that have caused high retention rates in our schools. These authors broke down the rates by looking to see if boys or girls are more prone to being retained more. They broke the data down by race and location. It was described that students from low income homes have a higher chance to produce to retention. It was also discussed that policy changes at the local, state and national level can have an effect on these numbers. The article also mentions how a student’s persistence towards self-empowerment and the completion of their academic goals was a strong factor according to the article.

The public institution selected for this research project is a nonprofit, multi-campus and Georgia’s third-largest technical college based in Waco. The institution has an open admissions policy. It enrolls less than 7,000 students annually, in certificate, diploma, and associate degree programs. The highest degree offered at the institution is an associate degree. The student-faculty ratio is 18-to-1. The challenge for West Georgia Technical College (WGTC) is to design and implement effective retention strategies and programs for first-time students that monitor, encourage , and reward student retention using available resources and without burdening faculty and staff with cumbersome tracking and reporting procedures. While the limitations present an overwhelming task, the consequences of not solving the problem exceed any potential limitations. With these limitations in mind, the researcher’s task is to find a workable solution. First-year retention rates involving higher education undergraduates during the previous several years have improved marginally even with various improvement efforts (Barefoot, 2000; Tinto, 2004). Large numbers of first-year students are exiting college due to unsatisfactory academic skills, failures to adapt both socially and academically, in addition to having an inadequate commitment to the objective of finishing college (Ishler & Upcraft, 2005; Tinto, 1987).

There are a number of methods of collecting data, some of them are – questionnaire, surveys, checklists, interviews, observations, focus group etc (Cordray, 1986; Einhorn and Hogarth, 1986).

This program has grown from an isolated unit functioning on its own accord out of a singular office, to one that now engages both student and academic affairs personnel. The program has grown significantly in size, from an initial 75 students served to an approximate 250 students served. The program has led the university in a direction towards a more cohesive attitude and effort as it relates to retention and completion goals. Based on gains made through the Academic at Risk Mentoring Initiative, the newly modified strategic plan now challenges the institution to grow from its 15 year average of 70-75% freshman to sophomore retention rate to an 80% average over the next five years. Thus far, the student mentoring aspect of this initiative has been reduced and the mentor-mentee ratio has been reduced. It has called for fine tuning of old position descriptions and training agendas to fit the needs of the program. Moreover, it has called for the hiring of new personnel all together to compensate the programs expansion. The program relies on res life directors and hires from a diverse array of backgrounds including Communities and Schools to effectively fill mentor positions in ways that work with the mission of the program. The philosophy behind this approach being, “If we are approaching students the right way and helping them to be successful, then retention is the measurement of that. It’s not really the

In recent times Clayton State has had trouble in graduation rates, many people do not continue their education at Clayton State. In order to solve this situation my group creates a primary goal on how we can improve retention, and make students want to stay and graduate. We first establish our primary goal, this goal is a way for us to establish the criteria and come up with our overall solution. Our goal was to increase the graduation rate by wanting people to stay at CSU, and attract new comers to want to continue their education at CSU.

Educators and scholars draw upon data from many sources and on different subjects to illuminate current issues and trends in educational institutions. These subjects may include data from demography, health, education, culture and environment as well as government institutions and national databases. Educators and scholars use various research methods to collect, analyse and critique their findings to support or refute the topic of inquiry they are undertaking. Many researchers will commonly use the published data of others in the same manor to reinforce/support or counter argue their standing in a subject area.

Dadashova, A., Ziskin, M., & Hossler, D. (2010). An Examination of Institutional Practices Surrounding Student Retention. Retrieved from http://pas.indiana.edu/pdf/ASHE2010_Retention.pdf

Birmingham City University. (2007, Feb 20). Learner Development Unit. Study Guides, Writing a Literature Review. Retrieved from http://www.ssdd.bcu.ac.uk