RETENTION OF COLLEGE STUDENTS IN PRIVATE POST SECONDARY SCHOOLS

Retention of College Students in Private Post Secondary Schools



Retention of College Students in Private Post Secondary Schools

Research Questions

Why retention is a primary concern of all institutions of higher education?

What are the plans of action to ensure Retention of College Students in Private Post Secondary Schools?

Colleges and universities must keep students enrolled and progress toward graduation for financial reasons and also because it is compatible with the reputation of the institution. At the same time, many institutions continue to accept students who are not academically prepared for the rigors of university classrooms. Under increasing scrutiny of legislation that favors the placement of compensatory education in the community college system, many public four-year institutions are looking for other methods of remediation for students with low standardized test scores. (Robert, 2006)

A major public research university for four years in the Midwest initiated a program called Studio supplemented in the fall of 2003. Students admitted to college with ACT reading scores of 19 or less were co-enrolled in general education courses in Biology, Geography, Political Science and Sociology and a support class. General education class was a traditional class large conference with up to 350 students. The kind of support was not more than 25 students and was taught by a teacher professional development in Reading and Study Skills and a graduate student with experience in course content. Students enrolled in the class of support will help with reading textbooks, taking lecture notes, exam preparation, time management and academic organization, and help content are of the lecture. (Robert , 2006)

After a year, three groups of students were evaluated, students enrolled in class support with low ACT scores in reading, students enrolled in the class pairs general course of higher education with ACT scores and reading small group of students with low reading ACT scores could not be accommodated due to lack of space. These students were not supported in classes they were taking. students' grades during the fall and spring GPA, GPA and re-compared. Statistical analysis with SPSS version 11 showed no statistical differences between the supplemented group enrolled in study and his companions with the Law of higher reading scores indicating the kind of support is effective in remedying the deficiencies. The group with low scores Act were not supported reading that showed statistically significant and not so well as evidenced by ...