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

Bourdieu's Cultural Capital and Habitus18

Tinto's Student Bean's Model of the ...