Increasing Persistence E-Book

Wesley R. Habley

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 607

Veröffentlichungsjahr: 2012

Beschreibung

INCREASING PERSISTENCE "Of all the books addressing the puzzle of student success and persistence, I found this one to be the most helpful and believe it will be extremely useful to faculty and staff attempting to promote student success. The authors solidly ground their work in empirical research, and do a brilliant job providing both an overview of the relevant literature as well as research-based recommendations for intervention." --GAIL HACKETT, PH.D., provost and executive vice chancellor for academic affairs; professor, counseling and educational psychology, University of Missouri, Kansas City Research indicates that approximately forty percent of all college students never earn a degree anywhere, any time in their lives. This fact has not changed since the middle of the 20th century. Written for practitioners and those who lead retention and persistence initiatives at both the institutional and public policy levels, Increasing Persistence offers a compendium on college student persistence that integrates concept, theory, and research with successful practice. It is anchored by the ACT's What Works in Student Retention (WWISR) survey of 1,100 colleges and universities, an important resource that contains insights on the causes of attrition and identifies retention interventions that are most likely to enhance student persistence.?? The authors focus on three essential conditions for student success: students must learn; students must be motivated, committed, engaged, and self-regulating; and students must connect with educational programs consistent with their interests and abilities. The authors offer a detailed discussion of the four interventions that research shows are the most effective for helping students persist and succeed: assessment and course placement, developmental education initiatives, academic advising, and student transition programming. Finally, they urge broadening the current retention construct, providing guidance to policy makers, campus leaders, and individuals on the contributions they can make to student success.

Leseprobe

Contents

Preface

The Authors

Acknowledgments

Section 1: What Do We Know About Retention and Persistence to Degree?

Chapter 1: Defining, Refining Perspectives on Student Success

Terms Associated with Students

Terms Associated with Institutions

Terms Associated with Interaction Between Student and Institution

Reflections on the Definitions and Constructs

A Broader Perspective on Student Success

Chapter 2: Overview of Theoretical Perspectives on Student Success

Theoretical Perspectives

Conclusion

Section 2: The Case for Intensified Campus Efforts

Chapter 3: The Demographic Challenge

Characteristics of College Students

The Demographics of the Educational Pipeline

The Impact of Educational Attainment

Conclusion

Chapter 4: Public and Private Benefits of College

History of Higher Education’s Benefits

Public and Private Benefits of Higher Education

Conclusion

Chapter 5: Retention or Recruitment: Examining the Return on Investment

The Costs of Recruitment

The Costs of Attrition

Contrasting Recruitment and Retention

Investing in Retention Interventions

Conclusion

Section 3: Core Components of Student Success

Chapter 6: Institutional Culture and Student Engagement

Defining Institutional Culture

Institutional Culture and Student Engagement Studies

Conclusion

Chapter 7: Academic Preparation

High School Grades on the Rise

Dual Enrollment on the Rise

Advanced Placement on the Rise

Assessment Results Stagnant (at Best)

Underpreparedness and College Success

The Impact of Preparation on College Success

Academic Preparation and College Success: Now What?

Chapter 8: Psychosocial Characteristics

Psychosocial Constructs from Educational Persistence Model and Motivational Theory Perspectives

Toward a Comprehensive Model for Understanding Psychosocial Development and Risk Behaviors

Unraveling the Differential Effects of Psychosocial and Traditional Predictors of College Success

Chapter 9: Career Development

Some Context: Structured Career Exploration and Planning

A Foundation of Career Planning: Person-Environment Fit

Fit-Based Enhancements for Institutions

Final Thoughts

Chapter 10: Assessing the Impact of Academic, Psychosocial, and Career Development Factors on College Student Success

Testing the “Pyramid for Success” Model on Academic Performance and Timely Degree Attainment

Success in College Developmental Courses

An Evidentiary Based Approach to Institutional Intervention Strategies

Conclusions

Section 4: Proven Student Success Practices

Chapter 11: Historical Perspective on What Works in Student Retention

Overview of the Four Studies

Comparing WWISR Findings

Retention and Degree Completion Rates

Minority Student Attrition and Retention

Conclusion

Chapter 12: Assessment and Course Placement

Defining Course Placement

Benefits of an Effective Placement Program

Sources of Information Supporting Placement Decisions

Course Placement Models

Conclusion

Chapter 13: Development Education Initiatives

Defining Developmental Education

Issues in Developmental Education

Results from the 2010 What Works in Student Retention Survey

Promising New Models for Innovation in Developmental Education

Conclusion

Chapter 14: Academic Advising

History of Academic Advising

Top Five Advising Related Topics

Promising New Models for Innovation in Academic Advising

Conclusion

Chapter 15: First-Year Transition Programs

Orientation Programs

Learning Communities

First-Year Seminar

Framework for Implementation

Section 5: Making Student Success a Priority

Chapter 16: Expanding the Retention Framework: Implications for Public and Institutional Policy

Limitations of the Retention Framework

Expanding the Traditional Retention Framework

Public Policy

Institutional Practices

Conclusion

Chapter 17: Creating a Student Success Culture

A Typical Institutional Approach to Student Success

Why a New Approach to Implementing Student Success Initiatives Is Needed

Appreciative Inquiry: A Different Approach to Change

Conclusion

Chapter 18: Leading the Campus to Student Success

Cognitive Skills

Interpersonal Abilities

Intrapersonal Factors

Conclusion

Appendices

A: What Works in Student Retention, 2004 Survey

B: What Works in Student Retention?

References

Name Index

Subject Index

Copyright © 2012 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-Bass

A Wiley Imprint

One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594—www.josseybass.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax [phone], or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax [phone], or online at www.wiley.com/go/permissions.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.

Figures 8.1, 8.2, 8.3, 8.4, 9.1, 9.2, 9.3, 9.4, 9.5, 9.6, 10.1, 10.2, 10.3, 10.4, and 10.5 and Tables 7.5, 7.6, 7.7, 7.8, 7.9, 7.10, 7.11, 8.5, 8.6, 10.1, 10.2, 10. 3, 10.4, 10.5, 10.6, 10.7, 10.8, 11.1, 11.2, 11.3, 11.4, 11.5, 11.6, 11.7, 13.1, 13.2, 14.1, 14.2, 15.1, 15.2, and 15.3 are used by permission of ACT and are © 2012 by ACT, Inc. All rights reserved. Tables 8.1, 8.2, 8.3, 8.4, 8.7, 8.8, 8.9, and 8.10 Copyright © by the American Psychological Association. Reproduced with permission. The Official citation that should be used in referencing this material is Robbins, S., Allen, J., Casillas, A., Peterson, C. H., & Le, H. (2006). Unraveling the differential effects of motivational and skills, social, and self-management measures from traditional predictors of college outcomes. Journal of Educational Psychology, 98(3), 589. The use of this information does not imply endorsement by the publisher.

Jossey-Bass books and products are available through most bookstores. To contact Jossey-Bass directly call our Customer Care Department within the U.S. at 800-956-7739, outside the U.S. at 317-572-3986, or fax [phone].

Wiley publishes in a variety of print and electronic formats and by print-on-demand. Some material included with standard print versions of this book may not be included in e-books or in print-on-demand. If this book refers to media such as a CD or DVD that is not included in the version you purchased, you may download this material at http://booksupport.wiley.com. For more information about Wiley products, visit www.wiley.com.

Library of Congress Cataloging-in-Publication Data

Habley, Wesley R.

Increasing persistence : research-based strategies for college student success / Wesley R. Habley, Jennifer L. Bloom, Steve Robbins.—First edition.

pages cm

Includes bibliographical references and index.

ISBN 978-0-470-88843-8 (cloth), ISBN 978-1-118-22108-2 (ebk.), ISBN 978-1-118-23484-6 (ebk.), ISBN 978-1-118-25947-4 (ebk.)

1. College dropouts—United States—Prevention. I. Bloom, Jennifer L. II. Robbins, Steven B. III. Title.

LC148.15.H33 2012

378.1’69130973—dc23

2012011835

Figures and Tables

Figures

Figure 2.1

Habley Retention Model

Figure 8.1

Student A: Low ACT, Low Motivation

Figure 8.2

Student B: Low ACT, High Motivation

Figure 8.3

Student C: High ACT, Low Motivation

Figure 8.4

Student D: High ACT, High Motivation

Figure 9.1

Example Outcomes That Effective Career Planning Can Support at Different Life Stages

Figure 9.2

The World-of-Work Map

Figure 9.3

Percentage of Students Persisting in Their Current Major, by ACT Scores and Interest-Major Fit

Figure 9.4

Percentage of Students Attaining a Timely Postsecondary Degree, by ACT Scores and Interest-Major Fit

Figure 9.5

Example Interest-Major Fit

Figure 9.6

Example of Risk Indices

Figure 9.7

Career Decision Making Model

Figure 9.8

Career Center Resources by Stage

Figure 10.1

Pyramid for Success

Figure 10.2

Expected and Hypothesized Paths to Outcomes

Figure 10.3

Results–Path Model

Figure 10.4

College Developmental Course Best Practices

Figure 10.5

Three Pillars of Success

Figure 12.1

Test Only Placement Model

Figure 12.2

Multiple Conditions Placement Model

Figure 12.3

Multiple Considerations Placement Model

Figure 12.4

Decision Zone Placement Model

Figure 18.1

Considerations in the Change Process

Figure 18.2

Attitudes Toward Change

Tables

Table 3.1

Projected Population Percentage Change in Regions by Race and Hispanic Origin: 1995–2025

Table 3.2

Projected Percentage Change in Public High School Graduates from 2008–09 to 2018–19 by Region and Race/Ethnicity

Table 3.3

High School to College Pipeline by Race/Ethnicity

Table 3.4

Degree Completion Rates at Two- and Four-Year Institutions

Table 3.5

Percentages of College Participation/Completion of the U.S. Population 18 Years and Over by Race and Hispanic Origin: 2009

Table 4.1

The Public and Private Benefits of Higher Education

Table 5.1

Cost to Recruit an Undergraduate Student: 1983–2009

Table 5.2

Cost of Tuition and Fees: 1983–2009

Table 5.3

Impact on Tuition/Fees Revenue: Typical University

Table 5.4

Impact of 3% Improvement in Retention Rates on Tuition/Fees Revenue: Typical University

Table 5.5

Impact on Cost of Recruitment

Table 7.1

NAEP Pipeline—Reading Scores 1984–2008

Table 7.2

NAEP Pipeline—Math Scores: 1986–2008

Table 7.3

NAEP Pipeline—Writing Scores: 1998–2007

Table 7.4

NAEP Pipeline—Science Scores: 1996–2005

Table 7.5

Entering Class Admission Test Pipeline to College—2006–2010

Table 7.6

ACT’s College Readiness Benchmarks

Table 7.7

Percentage of Students Meeting Benchmarks for 8th Graders, 10th Graders, and High School Graduates (2010e)

Table 7.8

Percentage of Students Achieving at Least a 2.5 GPA by Performance Level

Table 7.9

Percentage of Students Retained from Year-to-Year by Performance Level

Table 7.10

Percentage of Students Making Reasonable Progress by Performance Level

Table 7.11

Percentage of Students Persisting to Degree by Performance Level

Table 8.1

Salient Psychosocial Constructs from Educational Persistence Model and Motivational Theory Perspectives

Table 8.2

Psychosocial and Study Skill Factor Constructs and Their Representative Measures

Table 8.3

Meta-Analysis Results: Predictors of Retention

Table 8.4

Meta-Analysis Results: Predictors of GPA

Table 8.5

SRI Scale Definitions and Sample Items by Student Control Factor

Table 8.6

Sample SRI-College Profiles

Table 8.7

Results of Hierarchical Linear Regression Models for Predicting GPA at Four-Year Institutions

Table 8.8

Results of Hierarchical Linear Regression Models for Predicting GPA at Two-Year Institutions

Table 8.9

Results of Hierarchical Logistic Regression Models for Predicting Retention at Four-Year Institutions

Table 8.10

Results of Hierarchical Logistic Regression Models for Predicting Retention at Two-Year Institutions

Table 10.1

Success Rates Passing Foundational Studies Math (Spring 2009), by COMPASS Pretest and Behavioral Rating Levels

Table 10.2

Success Rates Passing Elementary (Precredit) Math, by COMPASS Pretest and Behavioral Rating Levels

Table 10.3

Mean Math Gain Scores for Elementary (Precredit) Math, by Math Pretest and Behavioral Rating Levels

Table 10.4

Categorizing College Interventions

Table 10.5

Categorizing Psychosocial Factors (PSFs) & SRI Scales

Table 10.6

One-on-One Meetings in Student Affairs

Table 10.7

2007 Retention in 2008

Table 10.8

Resource and Services Utilization

Table 10.9

Association of Risk Level & Academic Service Use on Retention & First-Year GPA

Table 11.1

2004 Survey Respondents

Table 11.2

2010 Survey Respondents

Table 11.3

Dropout-Prone Characteristics, 1980 and 1987 WWISR Studies

Table 11.4

Practices with the Greatest Mean Contribution to Retention

Table 11.5

Interventions Cited as One of the Top Three Interventions by 9% or More Respondents

Table 11.6

Summary of Retention Rates by Institutional Type: 1983–2011

Table 11.7

Percentage of Respondents Identifying Retention Interventions Among the Top Three

Table 13.1

Five Select Learning Initiatives from the

What Works in Student Retention (WWISR) Survey

(Habley et al., 2010)

Table 13.2

Remaining Thirteen Learning Assistance Initiatives from the

WWISR Survey

(Habley et al., 2010)

Table 14.1

Top Five Advising-Related Practices

Table 14.2

Incidence and Mean Ratings of 10 Remaining Advising Practices

Table 15.1

Ratings and Incidence Rates for First-Year Transition Programs by Institutional Type

Table 15.2

Transition Programs Identified Among Top Three Interventions ≥ 10% of Respondents

Table 15.3

Percentage of First-Year Seminar Types

Table 16.1

The Expanded Retention Framework

Table 17.1

Prevention, Intervention, and Recovery Initiatives Chart

Preface

This is not simply another book on college student retention. In fact, although college student retention may be the most studied and discussed aspect of American higher education, over the last forty years, nearly every empirical study on the causes of attrition and the impact of interventions on retention has yielded only modest results. Some studies yield confounding and even contradictory results. The literature is also replete with “how-to” retention advice on virtually every campus program—advice which is either anecdotal in nature or difficult to adapt to other campus cultures. One would expect that observable strides in college student retention would coincide with the proliferation of retention studies, but this is not the case. Sadly, one out of every three students who enters higher education in a given fall term will not return for a second year (ACT, 2010e) and approximately 40% (Tinto, 1993) of all college students will never earn a degree anywhere, at anytime in their lives. Those percentages have not changed appreciably since the middle of the twentieth century.

Our firm conviction is that because of stagnant college retention and persistence-to-degree rates, this cannot be just another book on student retention. We do highlight the urgency of the retention issue and its impact on individuals and society and we provide brief overviews of retention theory and research. We also document the direct and indirect costs of recruiting versus the return on investment of students who succeed. We respect and believe in the necessity of theoretical perspectives and in the importance of empirical research, but this book does not include a comprehensive review of the retention literature. There are many other places where readers may go to find such reviews. We will, however, focus on research to the extent that it supports our assertions. For example, a thread throughout the book is our use of the results from ACT’s What Works in Student Retention (WWISR) (Beal & Noel, 1980; Cowart, 1987; Habley & McClanahan, 2004; Habley, McClanahan, Valiga, & Burkum, 2010) surveys because they provide three decades of longitudinal results from institutions of higher education. The consistency of WWISR results on the causes of attrition and on practices that lead to student success are at the core of this book. In addition, authors affiliated with ACT, Inc. have made significant contributions to the literature on student success, particularly on the impact of psychosocial characteristics and career development. Most of the references contributed by ACT researchers are attributed to major juried journals and published books on measurement and on applied research. Those works provide a focal point for our discussion of student success.

If this isn’t simply another book on retention, then what is it? First and foremost, this is a book for practitioners and those who are responsible for coordinating and leading retention efforts at both the institutional and the public policy levels. We urge these individuals to focus intensively on those components and interventions that have been consistently tied to student success. Our study of the literature caused us to peel back the layers of theory and identify the core conditions that are necessary for students to succeed in college. We concluded that there are three primary—and, perhaps in the reader’s mind, intuitive—conditions necessary for students to be successful in college. The first of these is that students must learn. Although this condition may seem so obvious that it needs no further discussion, the fact is that many students are not academically prepared to learn and thus succeed in college. Many do not demonstrate the academic skills necessary for success in the classroom and, as a result, their ability to learn is compromised. Students will succeed if they learn!

The second condition necessary for success is that students must exhibit behaviors and develop personal characteristics that contribute to persistence. Among those are motivation, commitment, engagement, and self-regulation. The degree to which these characteristics fuel the desire to achieve an educational objective is directly related to the likelihood of success. Students will succeed if they are committed to their academic goals.

The third and final core condition is the ability to identify and commit to a plan of study that is congruent with interests and abilities. The attrition landscape is filled with students who entered academic programs where their choices were based on inaccurate information, inappropriate advice, or simply unrealistic expectations. Students will succeed if they connect to a plan of study that fits with their interests and abilities.

Hand in hand with these core conditions are the retention programs that support them. One of our concerns is that many institutions are using a shotgun approach to retention programming. That is, although we believe that all aspects of campus life contribute to retention, this book will not be a “how-to” compendium of multiple programs and services. There are many far more detailed, indeed book-length, resources on specific campus programs and services aimed at improving retention. This book is focused not on such details but rather on the basic principles that guide retention practices. We believe that institutions must focus on those programs that maximize the possibility that the core conditions above are addressed. In addition, we agree with current critics of retention efforts who suggest that many retention efforts involve simply layering on of additional services when an at-risk population is identified. The result is a hodge-podge of unintegrated programs.

Our focus has been narrowed down to four intervention areas: assessment/course placement, developmental education initiatives, academic advising, and student transition programming. There are multiple reasons why we focus only on these four intervention areas. First, in over four decades of research, these areas have been consistently cited as the most important retention initiatives in all institutional types. Second, these areas best support the three essential conditions for student success. Third, in an era of finite resources, institutional student success strategies that stress these areas are most likely to maximize the return on the investment of scarce institutional resources, both fiscal and human.

As important as these intervention programs are, we felt that the existing institutionally based retention framework supported only a limited definition of student success. The framework is both linear and temporal. It is predicated on the notion that when students enter specific colleges, they should be retained, they should persist from year to year, and they should earn a degree in a reasonable time frame. If these conditions are met for a significant percentage of the student body, then the institution is successful. Measures of institutional quality and accountability are based on the linear and temporal assumptions. As a result, the outcome metrics are retention and graduation rates. The rates tell a story about institutional success, but not about student success.

We will make the case that the existing retention framework must be expanded to account for additional measures of student success. We will argue that true student success is predicated on student achievement of educational goals regardless of the institution where the goals are achieved and the time it takes a students to achieve them. The expanded framework is not confined to one institution and it is not constrained by time or a narrow definition of student outcome. The outcome measure is the student’s attainment of an educational goal even if the achievement of that goal includes enrollment in multiple institutions and ultimate completion over an undefined time period. The framework poses the question: What would we do (or do differently) if the outcome was individual student success? While many would argue that student success is the underlying goal of all postsecondary institutions, the fact is that success is an institutional metric that discounts the educational achievements of students who pursued and perhaps achieved their educational goals at other institutions.

Finally, everyone associated with higher education has a role to play in improving student success. Those who make policy and allocate resources can have a positive effect by reviewing and revising accountability measures and structuring interinstitutional cooperation. Campus leaders must envision and work at developing a student success culture. In addition, administrators, faculty members, student affairs, and technical and support staff must recognize that the quality of relationships that students have with all members of the campus community are pivotal to student success.

Following are brief introductions to the five sections of this book.

Section 1: What Do We Know About Retention and Persistence to Degree?

We review the evolution of complex student departure terminology in Chapter One, suggesting that the semantics surrounding student departure have evolved considerably over the last sixty years. Early definitions defined departure as a student problem—one of curiosity but limited institutional consequence. Students who departed before earning a degree were dropouts, nonpersisters, or simply leavers. Later definitions (retention, attrition) focused on institutional descriptors. Current thinking acknowledges that the causes of departure are shared by students and institutions. Recognition of this evolution positions institutions and their representatives for a breakthrough to create solutions based on a much broader definition of retention.

In Chapter Two, noting that this book was not intended to provide readers with an exhaustive review of the literature on retention theory, we provide a brief overview of the five major perspectives from which retention theory is drawn: sociological, psychological, organizational, economic, and cultural. We argue for an eclectic, integrative approach to these theoretical perspectives, observing that no single perspective can completely capture the complexity of student retention. In addition to these theoretical perspectives, we describe two models that are useful in conceptualizing factors influencing student retention: Seidman’s Retention Formula (2005b) and Habley’s Staying Environment Model (1981). This chapter also includes a review of student and institutional characteristics, as well as institutional retention interventions. In simplifying theoretical underpinnings that are varied and intertwined, we assert that educators are now coming to understand that virtually all of what we know about student and institutional characteristics related to retention and about practices that promote retention has not changed appreciably in more than four decades. This chapter opens the door to consider new ways of looking at retention from the broader perspective of student success.

Section 2: The Case for Intensified Campus Efforts

Higher education is changing. Institutions are facing major demographic shifts in their student bodies, new technology influxes, and pressures created by the global economy that have an impact on students, faculty, and staff. It is in this context that institutions must grapple with a decades-old issue: student persistence and retention. In this first section, we offer what we believe to be compelling reasons why increasing the number of students who succeed in college is a national imperative.

In Chapter Three we review the basic demographic changes that are affecting student success, chiefly that by 2050 50% of the United States population will be minorities. The implications of these major demographic shifts are multifold. For example, it is expected that the U.S. Hispanic population will increase dramatically, yet college enrollment and persistence to degree among Hispanic students is significantly lower than that of all other racial/ethnic groups. In addition to the Hispanic population, the college access and completion picture for black and for Native American/Alaskan Native students is also bleak. These demographics provide significant cause for concern when considering the future preparedness of the U.S. workforce in relation to increasing global competition. If the U.S. educational system is not able to ensure that more underrepresented minorities have access to and are able to complete college, the nation will be at a competitive disadvantage with the economies of other developed countries.

In Chapter Four we explore both the public and private benefits of higher education, arguing that the government has long taken an active role in promoting higher education through legislation such the Morrill Acts, National Defense Acts, and through other government funding subsidies. This vested public interest should come as no surprise given the number of public economic and social benefits of higher education. College graduates provide benefits such as increased tax revenue, greater productivity and consumption, decreased reliance on government support, and a positive economic community. As individuals, college graduates earn higher salaries, have greater mobility, have increased personal savings, have access to better health care, have longer life expectancies, provide a better quality of life for their offspring, and enjoy increased personal status, to name only a few benefits. When looked at in their entirety, the benefits of a single college graduate can be quantified at $97,180 (McMahon, 2009), with the public benefits outweighing the private benefits.

Institutional economics of retention are explored in Chapter Five as we discuss the cost of recruitment in relation to the cost of retention. Direct costs of recruitment are relatively simple to calculate. They include personnel, travel, facilities, and supplies. Indirect costs are more difficult to calculate, but they are part of the costs of providing a competitive recruitment process. Indirect costs of competing for students include, but are not limited to, such things as classroom technology, recreation centers, and residence hall renovations.

Retention costs, however, are difficult to calculate and include lost tuition, cost of replacing a lost student, lost student aid, and reduced need for instructional staff. While it would be problematic to produce an exact figure, and it is far easier to measure recruitment costs than it is to calculate retention costs, the authors maintain that it is more cost-effective to retain a student through to degree completion than it is to replace a lost student. In addition, the benefits to the individual student retained are immeasurable.

We build a strong case that because retention and degree completion statistics have been stagnant for nearly a half century, investing in retention programming is not only cost-effective but is also an institutional imperative. Finally, we call for concerted efforts to provide evidence and empirical data on student success beyond anecdotes and heartwarming stories. In an environment of finite resources, it is critical that institutions show that what they do makes a difference in student success.

Section 3: Core Components of Student Success

Building on the previous section’s focus on the need to intensify retention efforts, this section addresses what we believe to be the most important components that should guide campus retention programming.

First, in Chapter Six we examine the roles of institutional culture and student engagement in student persistence. The strength of the American higher education system is in its diversity, which creates unique campus cultures, each with its own ethos. This diversity means that there is no such thing as the “right” institutional culture just as there is no such thing as a typical student. Our review includes the results of the Project on Documenting Effective Education Practice (DEEP), which is derived from the National Survey of Student Engagement (NSSE), as well as Kramer’s elements that foster student success (2007). Those reports suggest that student success must be woven throughout the culture of an institution. Student success is everyone’s responsibility. Finally, we present concrete suggestions for creating a culture that supports and encourages student success.

Chapter Seven includes a brief review of relevant literature that underscores the importance of student academic preparation for college-level coursework and the dramatic impact it has on college success. We describe the level of preparation necessary for college success and the effect of solid preparation on student grade point average, progression, retention, and persistence to degree. Then, we examine the purported key indicators of college readiness, including high school grades, dual enrollment programs, and advanced placement courses. We conclude that grade inflation, dual enrollment, and advanced placement may actually mask the college readiness picture because (1) grade inflation is on the rise and (2) students who participate in dual enrollment and AP programs are those who are already most likely to succeed in college. Such programs focus on the academically talented students, not on average students and certainly not on at-risk students. Despite these initiatives, overall academic preparedness is not improving, and some would suggest it is declining. One certainly is that the global competitiveness of U.S. students is in decline. Finally, we discuss the role that postsecondary institutions can and do play in college academic readiness.

Chapter Eight focuses on the relationship between psychosocial development and student success. Along with other researchers, we contend that to fully understand student persistence one must understand student personality, attitudes, and behavior, and we offer a meta-analysis supporting that position. The meta-analysis pinpoints the relationship between educational persistence and theories of motivation and self-efficacy. We explore nine domains that encompass students’ psychosocial development in relation to persistence, including: achievement, goals, commitment to institution, perceived social support, involvement, self-efficacy, self-concept, academic skill, financial support, size of the institution, and institutional selectivity. Of these factors, the academically related ones are the most significantly correlated with student success. Finally, we focus on the use of psychosocial assessment tools to assist colleges in the creation of targeted initiatives to improve retention and academic success in high-risk areas.

Chapter Nine focuses on the role of career development in student success. We present a review of the literature, concluding that career development and direction are a critical component of student persistence. Our belief is that structured career exploration is necessary because students frequently lack the knowledge, confidence, and social support to engage in significant career exploration on their own. For many students college is the first opportunity they have to explore career options in a meaningful way. Our assertions are bolstered by empirical data showing that career planning has a positive impact on student success because it broadens student opportunities, increases a student’s sense of purpose, creates academic relevance between coursework and a student’s real-life goals, and increases a student’s overall engagement with the institution. Career exploration and development also is an element of student-environment fit, drawing attention to students’ strengths and encouraging persistence by aligning students’ educational goals with their interests and their values. Finally, we offer a number of practical ways for an institution to guide students through the career exploration process.

In Chapter Ten we provide an analysis of the collective impact of academic, psychosocial, and career development initiatives on student persistence and success. All three areas are incorporated into a comprehensive model that informs and supports academic persistence and success. Academic success builds confidence and thus drives all other indicators and success outcomes. Finally, we present a pyramid for success, which depicts a cognitive foundation upon which the psychosocial and career factors rest. Within the pyramid framework, we offer specific intervention strategies to successfully integrate the components of student success outlined in the preceding chapters.

Section 4: Proven Student Success Practices

Guided by the critical components (culture, academic preparation, psychosocial development, and career preparation) discussed in the previous section, the focus of section IV includes the identification and discussion of the practices that provide the best opportunity to successfully address those components. This examination is based on a review of three decades of data derived from ACT’s What Works in Student Retention Surveys (WWISR).

In Chapter Eleven, we report on the first comprehensive and collective review of all four WWISR studies comparing and contrasting the common themes that run throughout. This comparative view, including all institutions, provides a broad perspective of practices that are particularly successful in student retention. Following our review of the themes, we explore the data patterns from three perspectives: institutional characteristics that contribute to attrition; student characteristics that contribute to attrition; and retention programs, practices, and interventions. In all four WWISR surveys, student characteristics were rated as the single greatest cluster of factors contributing to attrition. Finally, utilizing additional data reports run on WWISR (Habley, McClanahan, Valiga, & Burkum, 2010), we examine high-risk populations and the specific factors that contribute to minority student attrition and retention. We conclude that over the last forty years most of what we know about the causes of attrition and about successful retention initiatives may have varied in semantics but not in substance.

Chapter Twelve provides an overview of the impact of course placement practices on student success. Based on our review of the literature, we contend that only 25% of students entering college are prepared to succeed in the classroom (ACT, 2005), leaving nearly 75% of college students underprepared and at-risk in at least one subject area. One way that institutions can reduce this risk is to place students in the correct courses, where their academic skills are identified and the coursework matches their performance level. Effective course placement minimizes the possibility of frustration, which often leads to failure. The benefits of an effective course placement process include producing data to help with resource allocation decision making, creating proper program enhancements including course revisions and learning support programs, helping design targeted retention initiatives, and assisting in accreditation and securing funding opportunities. We provide several suggestions for assessing student academic readiness and appropriate course placement, including four course placement models: test only placement, multiple conditions placement model, multiple considerations placement model, and the decision zone placement model. Multiple models allow institutions of differing sizes, missions, and student populations to work with a model that best fits their needs, their students’ needs, and the institutional culture.

We discuss developmental education initiatives in Chapter Thirteen. Developmental education is a broadly defined term that may include remedial coursework, tutoring, supplemental instruction, and other forms of learning assistance. We point out that President Obama and the Gates Foundation have identified developmental education as the gateway to college degree attainment for at-risk student populations. We explore the role of higher education institutions in remediation, noting that while there is an obvious need for remediation, there is a gap in the literature when it comes to assessing the overall effectiveness of remedial/developmental programs. ACT’s WWISR survey (Habley et al., 2010) identified four specific areas in developmental education that can make a significant contribution to student retention and success. They include required remedial coursework, supplemental instruction, tutoring, and early warning systems. These areas are discussed in Chapter Thirteen; in addition we present a brief glimpse of thirteen other areas of developmental education that were not found to be as effective or as widely used, but which may still have a positive effect on student persistence. We conclude the chapter by highlighting several promising programs and innovative ideas both at the institutional and statewide level.

Academic advising is the next student support program covered in this section. In Chapter Fourteen, we note that the history of academic advising spans nearly the length of the history of American higher education, whereas more formal and structured advising programs are a more recent development. Advising offers every student the opportunity for interaction with an institutional representative with whom they can build a relationship and develop an individual plan for academic and cocurricular engagement at the institution. We explore multiple advising theories and delivery models and frameworks for refining the way that academic advising is delivered to students. We also look at best practices in academic advising as well as factors that affect the success of advising programs.

First-Year Transition Programs and the role they play in student success are covered in Chapter Fifteen. First-year transition programs are designed to help students move from existing educational, career, and social environments toward academic and social integration into college life. We delineate first-year transition programs as constituent parts of a broader concept often called the first-year experience and focus on describing the increasingly complex and comprehensive approaches to first-year transition programs. These programs are specifically designed to ease the transition process. Orientation programs, which previously were single events, now serve as the beginning stage of a longer-term transition process that includes practices such as extended orientation, first-year seminar courses, and learning communities. We explore the emergence and effectiveness of learning communities and first-year seminars and conclude by noting that a successful first-year program is not a one-size-fits-all process, but rather a program based on the unique confluence of students’ needs with institutional characteristics and culture.

Section 5: Making Student Success a Priority

The final section draws upon all of the information presented throughout the book to offer a comprehensive student success framework for policymakers, institutions, and individuals.

Chapter Sixteen targets institutional and public policymakers and describes the expanded retention framework. This framework suggests there are important roles that policymakers and institutions can and should play to support a more holistic focus on student success. Based on our contention that the responsibility for student success must be shared between institutions and those engaged in public policy, we offer several recommendations as to actions that can be taken. As the foundation of these recommendations, we continued emphasis on building an integrated and holistic P-20 educational system. At the postsecondary level, policymakers should streamline transfer and articulation agreements between institutions to minimize complexity and expand options for students. We encourage the development of common course numbering systems and broader implementation of course applicability systems to help students move seamlessly between and among colleges. In addition, we contend that accountability measures must be redefined from a focus on retention to an overall student success model because it is more important for students to meet their educational objectives (regardless of where they began) than it is for a single institution to take credit for and be held accountable for student success. Finally, we cite a number of institutional policies that may inhibit student transitions, and we advocate for a thorough continuous review of institutional policies and requirements to ease student transition into, out of, and within the institution.

Chapter Seventeen offers practical suggestions for creating a student success culture at an institution. As we consistently contend, there is no cookie-cutter formula for an institution to follow in creating a culture that supports student success. We offer a dynamic approach, Appreciative Inquiry (Cooperrider & Srivastva, 1987), for creating an institutional plan focusing on student success, Appreciative Inquiry shifts the focus away from problem identification to an opportunity creation focus. We recommend that institutions focus on the Appreciative Inquiry Summit phases (Define, Discover, Dream, Design, Deliver) to build their student success interventions. Finally, we state that viewing student success through the Appreciative Inquiry framework allows an institution to meet the unique needs of their students and design a customized approach to student success.

In the final chapter of the book we present a practical plan for all members of the academy to contribute to student success regardless of their position or authority at the institution. The plan focuses on change at the micro level and outlines what an institutional representative can do to instigate the change process. We suggest that three areas of human capacity need to be deployed: cognitive skills, interpersonal skills, and intrapersonal skills (Klemp, 1988). By delving into these three areas, practitioners will be well positioned to cultivate opportunities for student success in their work. Our final charge to practitioners is to take action and to create change that fosters student success.

The Authors

Dr. Wes Habley has held numerous positions at ACT, Inc. and is currently the principal associate and coordinator of ACT’s Office of State Organizations. He earned his BS in music education and MEd in student personnel from the University of Illinois-Urbana/Champaign, and his EdD from Illinois State University in educational administration, where he was recently inducted into the College of Education Hall of Fame. Prior to joining ACT, Habley served as an academic adviser and later as director of the Academic Advisement Center at Illinois State. Habley also served as the director of Academic and Career Advising at the University of Wisconsin-Eau Claire.