The Effectiveness of the Retention Policy in the Accountancy Program of Adamson University

Channelview ISD, the district in which I was raised and currently teach, is considered a low demographic district with a high population of at-risk, economically disadvantaged and special education students. The TAPR results exhibit a clear correlation between the demographics of the school and their performance results. Results vary sporadically and show clear indicators of differences amongst demographic factors such as grade, gender, race, economic level, language capabilities and intelligence level, however, some factors influence test results more than others. Grade, intelligence level and language capabilities prove to be the main factors in the gaps between the percent of the state that were at Level II Satisfactory or Above and district percentage results. Also analyzed were the percentages of students who were at Postsecondary Readiness and Advanced and lastly and analysis on what percent of students made progress and exceeded progress as well as identifying which students performed well and

In viewing our school data one of the first things that caught my eye was the fact that in third grade we had a 19.8% retention rate (Texas Education Agency, 2014). That particular grade level had the highest retention rate in the entire school. Looking further at the data, I discovered that during the 2013-2014

Over the course of the last 35 years, traditional public school student achievement in the United States has been stagnant, despite the reform efforts and the doubling

Student involvement has been identified in some cases as positive factor in African American male retention. Astin (2003) emphasized the psychological and behavioral dimensions of being involved on campus and underscored the importance of involvement to student retention and persistence. To contrast, Flowers (2006) found that Black men were less integrated academically and socially than their same race counterparts in four-year institutions, indicating a need to increase campus engagement for Black male community college students.

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

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.

Students who were retained in elementary school hold a low high school graduation rate because of it. Retention can affect a students education up until college, without them knowing (Andrew, 2014). Despite the negative outcomes, most teachers retain students because they think it is for their academic or social benefit. However, retaining students held the opposite affect; students who were retained did not benefit. They could have used exposure to the next environment as an achievement gain while benefiting from next level education strategies, achieving the same outcomes as their peers. Keeping children in age appropriate classrooms hold higher benefits than retention, by avoiding students re-learning the same curriculum again when schools do not have the proper funding to adequately reach the needs of struggling students (Hong & Yu, 2007). Promoting students to the next grade exposes them to learning strategies that might reach their need that could not be met in the previous grade. Grade retention as an education intervention plan holds no significant positive affects to student

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.

Many institutions face challenges retaining and graduating community college students. Students, faculty, staff, and administrators need work together to find ways to help these students succeed. Through the use of the Achieving the Dream initiative, the organization can help community colleges and their students to stay with their school and become successful academically and professionally.

NOTE: This is your title page for the research paper in APA style. YOUR RUNNING HEAD IN ALL CAPS (a shortened version of your title no more than 50 characters). Be sure to type the words, Running head: and then place your shortened version of your title in all caps. Subheadings in the paper will derive from your brainstorming/prewriting research questions that are formed into phrases. Subheadings (for level one) are centered and bold. Always capitalize the important words in all subheadings including the title of the paper. You will more than likely have 5 to 7 subheadings. The entire paper must be double-spaced using

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).

Today, schools are engrossed on educational reform as a top priority for educational success. This focus can be contributed to The No Child Left Behind Act (NCLB), which develops responsiveness of the poor performance of schools. Especially those schools that are deemed to be in lower-income neighborhoods that are known to be disadvantaged (Gresham, 2005). With NCLB, federal laws now demand schools to collect information on students’ performance to help recognize the true extent of the problem with struggling learners.

Conclusion: In conclusion it is evident that student retention is dependent on the personal success of

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.

     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