This week we get into the persistence and retention on the collegiate aspect. What can we do to help foster the growth so students can obtain a degree and avoid failing? This is the question we as professionals are trying to strive for when we are planning which course of action to take when we are to decide for example where should funding from the government/state go.
From the readings, it was interesting to see the models and equations used to help shape retention. Looking at the information from Hagedorn, (2012), we see the equations used to help shape the numbers for the university. I did not have any idea how much the models were based on six year graduation/retention rates. Coming from Texas I had always know that fours years was the goal. It was interesting to see the shift in which Indiana is taking. I assume it should be the same in Texas if it not has further already adapted to the State of Indiana’s model. The state of Indiana is pushing for the graduation rates to be based off of graduates who complete their degree in under four years. Financial aid, admissions, and the universities have already begun making adjustments in order to best help the students.
It is interesting to see how much of a numbers game it has become. How they are now forced to see where students stand within their time of the university. I find plenty of these articles relating to the ideas of integration and relating back experiences to the findings from Tinto. Most of the ideas have come from the idea in which the more involved and dedication shown the idea of university commitment, students are more likely to persist to graduation. We see this model highlighted throughout the texts in order to gain a sense of ideal of how they will begin to document the students retention. They admitted to it being difficult since you could measure just about anything from when the student was enrolled. You can see the numbers of major changes to even the college transfers. It is to broad to tell, but the school which shows the most promising numbers will continue to receive the appropriate funding.
When looking at this site, it brings into perspective of how important and prestigious this field can be when it comes to retaining students. Information like this can change structures of universities in order to make sure the population can know where universities stand across the country. This is potential draw to students and their families. Some administrations pride themselves with plenty of efforts to make sure persistence is a top priority to their mission. What do you think about this? Where do you stand in the mix? Would you hire/fire someone based on the retention numbers?
- Course Signals Effectiveness Data Appears to be Meaningless (and Why You Should Care) (mfeldstein.com)
- Community College Retention Rates Don’t Tell Whole Story (wqad.com)
- One child at a time: how Latino student retention rates are rising (nbclatino.com)