Student Intention and Retention in a Community College Setting.

Autor/in	Daniels, Glynis
Titel	Student Intention and Retention in a Community College Setting.
Quelle	(1990), (12 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Academic Persistence; Attendance Patterns; College Freshmen; Community Colleges; Dropout Research; Enrollment Influences; Enrollment Trends; School Holding Power; School Surveys; Stopouts; Student Attitudes; Student Characteristics; Student Educational Objectives; Two Year College Students; Two Year Colleges + Suchen Sie Ihr Suchwort? Studienanfänger; Community college; Community College; Ausstieg; Schülerverhalten
Abstract	Retention research in the four-year college setting has traditionally assumed that students intend to achieve a degree, and that when a student leaves school, either the college or the student has failed. In an effort to demonstrate that such assumptions do not apply when examining retention among two-year college students, Brookdale Community College (BCC) began administering an Entering Student Survey to new students in fall 1988 to gather information about their academic goals and expectations, comparing survey results with subsequent retention behavior. Of the 3,590 new BCC students in fall 1988, 2,243 students (62%) completed usable surveys. A typology developed from survey responses was used to group the students into three categories: students intending to transfer (51.7%); students preparing for a career (37.8%); and students taking classes out of personal interest (10.5%). Study findings included the following: (1) 44.8% of the students indicated an intention to graduate from BCC, with 24.2% undecided; (2) 50% of both career and transfer students intended to graduate; (3) retention patterns for the five subsequent semesters revealed a mean attendance of 1.7 semesters, with the highest retention rates among the transfer group; (4) students who indicated an intention to graduate had higher persistence rates than those not intending to graduate; and (5) analysis of variance revealed that entering students' academic goals and intentions significantly affected retention. Data tables and graphs are included. (PAA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01