A Study of Student Retention and Attrition in a Community College's Developmental Education Program.

Autor/inn/en	Kielbaso, Gloria; Dirkx, John M.; Min, Yeon; Allen, Ann
Institution	Michigan State Univ., East Lansing. Michigan Center for Career and Technical Education.
Titel	A Study of Student Retention and Attrition in a Community College's Developmental Education Program.
Quelle	(1998), (27 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Developmental Studies Programs; Educational Improvement; Enrollment; High Risk Students; Higher Education; School Holding Power; Student Attitudes; Student Characteristics; Teacher Attitudes + Suchen Sie Ihr Suchwort? Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Teaching improvement; Unterrichtsentwicklung; Einschulung; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Lehrerverhalten
Abstract	The Michigan Center for Career and Technical Education (MCCTE) at Michigan State University conducted a study on a rural college (dubbed "Riverdale") in the Midwest to collect quantitative and qualitative data that could be used to improve student retention in developmental courses. The research team analyzed student profiles, student experiences as related to developmental education courses, and the role and perceptions of staff involved in the courses. Also, a survey was mailed to 14 withdrawal students. Findings include: (1) of the 1,397 students enrolled in developmental courses between 1994 and 1998, 73% were female, 94% were white, and the mean age was 31; (2) female students tended to receive a higher percentage of satisfactory grades than males; (3) 6.9% of the students withdrew from developmental courses; and (4) male students withdrew from courses more often than females. Based on these findings, the research team made many recommendations to Riverdale, including: (1) set appropriate expectations of students; (2) integrate study skills with all developmental courses; (3) match student's learning style with teaching style; (4) create separate programs to serve special needs students; and (5) require completion of developmental courses before enrolling in college courses. Contains 20 references. (EMH)
Anmerkungen	Michigan Center for Career and Technical Education, Room 230 Erickson Hall, Michigan State University, East Lansing, MI 48864-1034.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC