RETAINING COLLEGE STUDENTS

Retaining college students

Introduction

Keeping scholars in school appears harder than it should be. Today's scholars emerge to be less prepared, have more emotional luggage, and have a distinct set of expectations than prior cohorts. It's arguable if any or all of this is true, but for the mean campus expert, it appears so. Our proficiency to hold students in school is an important daily task on our campuses. Losing scholars, from an financial viewpoint, is just awful business. Every scholar “lost” represents a economic loss for institutions. (King 2007) Institutions miss out on tuition and fees from that student, income from books and services, housing, and other revenue streams. In the long term, institutions, especially four-year undergraduate institutions, miss out on revenue from alumni contributions, which account for billions of dollars a year nationally. (Mallette 2005)

Of course, deficiency due to student attrition aren't just realized on the institutional side. Students lose too. Students who drop out of the educational pipeline lose their initial fiscal investment and those who leave before completion of their program are more likely to hold significant debt loan and be less likely to repay those loans. Thus, they are prone to lend default. But possibly the most important thing scholars lose is time.

Problem statement

Students may go in and depart school getting precisely what they yearned from the school experience. Neither the institution nor the individual failed. Students' educational goals should be known before they can be advised a dropout. It is easy to confuse dropouts, or stop outs.

Research Questions

What are the plans to involve high schools to prepare students for college?

What are the plan actions to ensure retention of college student in private post secondary schools?

Purpose statement

The purpose is to define strategies for involving students in college and retaining them for the post secondary schools.

Literature review

Students who depart school often misplace valuable “life” time; time expended where little is gained. We understand that education has an opportunity cost to it, but we often forget that the cost is only repaid to those who complete their studies, not those who dropout. Thus, there is significant motivation for organisations and scholars to stay the course. Unfortunately, only half of freshman students who initiate their studies at a four-year institution leave with a BA in hand. The percentage at two-year institutions is far less. Not exactly uplifting, but that's reality. The path to expanding scholar retention on campus is long and hard. To help you get your brain around the task ahead of you, here are seven inquiries that you need to consider. (Donahue 2007)

This isn't as dumb as it sounds. The keeping and persistence of scholars is a very complex issue. Ssuggest understanding your cohort graduation rate isn't good enough. You need to get at the heart of the problem through very cautious investigation of your whole student population. Work with your institutional research department to disaggregate the retention and persistence data of various populations on campus, including students of color, Pell-eligible students, ...