Getting Serious about Institutional Performance in Student Retention: Research-Based Lessons on Effective Policies and Practices

Autor/inn/en	Hossler, Don; Ziskin, Mary; Gross, Jacob P. K.
Titel	Getting Serious about Institutional Performance in Student Retention: Research-Based Lessons on Effective Policies and Practices
Quelle	In: About Campus, 13 (2009) 6, S.2-11 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-4822
DOI	10.1002/abc.271
Schlagwörter	Graduation Rate; Academic Persistence; Program Effectiveness; School Holding Power; Academic Achievement; Evaluation; Enrollment; Educational Improvement; Intervention; Administrators; Benchmarking; Indiana + Suchen Sie Ihr Suchwort? Schulleistung; Evaluierung; Einschulung; Teaching improvement; Unterrichtsentwicklung
Abstract	In this article, the authors share what they have learned in two distinct but complementary research projects that focus on institutional efforts to enhance student persistence and graduation--one funded by the Lumina Foundation for Education and the second by the College Board. Together, these projects have helped them develop a fuller picture of how institutions organize themselves to enhance student persistence and the extent and effectiveness of those efforts. While the Lumina-funded project has been completed, the College Board project is a continuing effort to better understand the policy levers that institutions use to influence student persistence and graduation rates. By sharing their growing understanding of institutional practices and of which practices work, this article can contribute to the ongoing discussion among scholars and practitioners around the country about how to increase persistence and graduation and, by extension, improve student learning. (ERIC).
Anmerkungen	Jossey-Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10