The Systematic Assessment of Leavers, Phase I. Final Report, 90-1045.

Autor/inn/en	Redovich, Dennis W.; Rodriguez, Manuel S.
Institution	Milwaukee Area Technical Coll., WI. Dept. of Research, Planning, and Development.
Titel	The Systematic Assessment of Leavers, Phase I. Final Report, 90-1045.
Quelle	(1990), (115 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Persistence; Community Colleges; Dropouts; Ethnic Groups; Grade Point Average; Minority Groups; Predictive Validity; Questionnaires; Scores; Stopouts; Student Attrition; Student Characteristics; Technical Institutes; Test Results; Two Year Colleges + Suchen Sie Ihr Suchwort? Community college; Community College; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ethnie; Ethnische Minderheit; Fragebogen; Ausstieg; Schülerbeurlaubung; Technische Fakultät
Abstract	In July 1988, Milwaukee Area Technical College (MATC) initiated the Systematic Assessment of Leavers (SAL), a 2-year, 2-phase research activity to develop and implement a monitoring process to identify the personal, demographic, institutional, and environmental factors associated with leaving the college. The target populations of the study were 6,392 students who were admitted to MATC in 1988-89 and 884 students who graduated from MATC, transferred to other institutions, did not return to MATC, or withdrew voluntarily from MATC during 1988-89. Study findings included the following: (1) there were no major educational or demographic differences between the entering students or the leaving students; (2) the reasons given by students for withdrawing in the middle of the semester were largely personal, such as personal or family illness, and changes in education plans; (3) the most important reason for leaving cited by nonreturning students was financial, though personal problems were also important to this group; (4) although students who left the college indicated that they were satisfied with student services, a majority did not use these services; and (5) there were large differences in the proportion of withdrawing and nonreturning students by ethnic group, with fewer minorities persisting than whites. Appendixes provide the MATC student progress flowchart, a synthetic causal model of student attrition, SAL database categories, student surveys, and an ASSET educational planning form. (JMC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01