Measuring And Understand Student Retention Analysis

Obtaining an education is essential in today’s society. Most students who attend school on a regular basis usually succeed in life. On the other hand, many students fail to attend school every day which can lead to problems in schools. However, some students have acceptable reasons for dropping out. As a result, a student’s punctuality can ultimately alter his or her education. On that note, dropping out of high school can affect an individual in many ways throughout the years. Schools are facing challenges dealing with high dropout rates, high rates of truancy, and low graduation rates because students are failing to attend school.

Why Are Students Dropping Out of School? Everyone will think in their lives who they will be in the future. Some people are successful because they have the ambition and then gave from their parents’ resources to support them. Others not lucky, because they are lack of these attributes and opportunities. The students dropping out of college are hardly a personal one. There is no single reason why the dropout rate is so high, and here are some factors. At the two articles “Why College Students Drop Out and What We Do About It” and “Dropping Out, Again: Why So Many College Student Never Graduate” these researches is illustrating about the college student dropout determinants. The purposes of these articles are to improve the common understanding

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

The relevance to this study was important because it examines factors that cause withdrawals and my assist with increasing retention rates. The information collected is significant to all stakeholders who wish to retain minority students in higher education. Both public and private universities can stand to increase their knowledge base of how to improve higher education retention for minority students.

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.

As the price of a bright future is becoming more expensive many more students are dropping out, or not going to college at all. Over 40% of full time four-year students fail to earn a Bachelor's degree within 6 years and many never complete their education. With tuition rates rising many families

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.

There are special laws and regulations that will set the rules on how to manage records and clear retention schedules, but most state laws are usually who govern how long medical records will be retained. Regarding retention requirements, it all will be related to the organization’s needs. In a high risk facility the retention periods might be longer than in a small community hospital that is expected just to reach the minimum requirement, so regulations will provide specific time frames. The Texas Medical Board’s rule 165.1(b), directs physicians to retain medical records seven years, counting from the date of last treatment. In the case of a patient younger than 18 years old, these records are going to be kept until the patient reaches age 21, or for seven years after the last treatment, whichever is longer. Additionally, if the medical records are related to any civil, criminal, or administrative

College student degree non-completion and attrition is a pressing issue for higher education institutions. Nearly 20% of first-time, full time students failed to return to campus for their sophomore year among the 2012 cohort. Further, the 6-year graduation rate among the fall 2007 cohort of students seeking bachelor’s degrees was approximately 59 percent (National Center for Education Statistics [NCES], 2015) The vulnerability of groups of students were identified by O'Keeffe (2013), who pointed out that part time students, first year students, first generation

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).

Many colleges and universities throughout the United States and several other countries face a common problem. Student retention is a growing problem across the nation for all ethnic groups and all ages. Each individual who chooses to drop out of school has their own personal reasons as to why they do. However, many drops out can be completely avoided. When students drop out they are not clearly thinking about how it’s going to affect their future, the future of their children and even grandchildren. Although there are several reasons as to why students drop out of school, we will be exploring a few as it relates to why student retention is a growing problem.

This study seeks to develop a predictive model of college student dropout, using aggregate high school variables and individual postsecondary achievement variables to predict non-graduating students’ academic year of departure. After performing multiple linear regression and discriminant function analysis, the research found that a cohort of students admitted in the fall 2007 semester from several universities could be assigned an academic year of departure using data readily available by the end of a student’s third academic term. The university can use this model to predict student departure and improve the effectiveness of student retention efforts by focusing on targeted times when at-risk students are predicted to drop out.

     Grade retention, better known as “staying back”, “being held back” or “repeating”, has been the topic of much debate within the educational system. The controversy which surrounds this long-standing issue has been reinforced by such topics as the recent endorsement of academic standards. Research indicates that “the rate of retention has increased by approximately 40% in the last 20 years with as many as 15% of all American students held back each year and 30-50% held back at least once before ninth grade” (Dawson, 1998). These discouraging statistics pose copious problems within a school system. The difficulties can be appreciated at the organizational level, as well as inside the classroom and, most

College graduation and dropout rates have long been used as a central indicator of education system productivity and effectiveness and of social and economic well-being. Today, interest in the accuracy and usefulness of these statistics is particularly acute owing to a confluence of circumstances, including changing demographics, new legislative mandates, and heightened political pressures to reduce the incidence of dropping out. Students who are unable to pass the assessments may simply leave school before graduating. Not everyone drops out because they lack the determination to finish, instead they run into another obstacle while equipped with the motivation. Those of which are trying to regulate the balance of work and school, unexpected family problems, and financial problems.