Effective Retention Strategies for Low EFC (Expected Family Contribution) Students in 2-4 Yr Commuter Colleges
By
ACKNOWLEDGEMENT
I would like to thank my supervisor for supporting me throughout my project and giving his valuable suggestions. Finally thanks to all my friends and family for their utmost support and inspiration.
DECLARATION
I, (Your name), would like to declare that all contents included in this dissertation stand for my individual work without any aid, & this dissertation has not been submitted for any examination at academic as well as professional level previously. It also represents my own views & not essentially the ones associated with university.
Signed __________________ Date _________________
ABSTRACT
The critical priority regarding the availability of the education for the low EFC student increases the cost that is required for attending commuter college education. There are certain studies that are related to the importance and the major benefits of the financial aid programs for the low EFC students. This is a qualitative study that will consider the experience of the low EFC students regarding the financial aid program. The research is done by conducting interviews with 11 participants. In an effort to increase low EFC students' access and persistence, several large, public institutions have begun to offer complete, non-repayable financial aid packages to the neediest low EFC students. In addition to the importance associated with examining the impact these aid programs have on students' access, it is important to examine how these programs affect students' persistence upon accessing education. Identifying the unique experiences that positively influence specific student populations' (e.g., low EFC students') undergraduate education would be a major contribution to the growing literature concerning commuter college students' experiences. Initially, based on the importance of academic preparation of entering students and institutional selectivity in retention, schools with enough financial security are able to accept only those students who are most likely capable of returning to school, eventually persisting to graduation. Unfortunately, not all institutions have that luxury. For the less selective institutions, it is important for their decision makers to make policies based on the best information available. The research results presented indicated that overall, institutional retention rates should improve as expenditures are shifted as much as possible to instructional and academic support areas. Beyond entering student characteristics and budget expenditures, the percentage of students enrolling full-time was shown to be a statistically significant predictor of retention rate. Institutional administrators may be able to improve retention rates by finding creative methods of encouraging students to attend school full-time, possibly through such methods as tuition discounting as the number of hours taken in a semester increase.
TABLEOF CONTENTS
ACKNOWLEDGEMENTII
DECLARATIONIII
ABSTRACTIV
CHAPTER 1: INTRODUCTION1
Introduction1
Background of the Problem1
Theoretical foundation2
Problem statement3
Purpose of the study4
Aims and objective of the study4
Research questions5
Organization of the Study5
CHAPTER 2: LITERATURE REVIEW6
Introduction6
Common Experiences and Issues for Low EFC Students7
Low EFC Students and Preparation for Higher Education8
Brief History of Retention Theory9
Tinto Model9
Astin's Student Involvement Model12
Economic Persistence Theory13
General Retention Predictors13
Positive first-year experience14
Pre-freshman orientation14
Faculty impact14
Financial aid factors15
Community commuter colleges, studies combining, retention and financial aid15