What works in student retention?: Two-year public colleges

Habley, Wesley R.; McClanahan, Randy

doi:10.1037/e420562008-001

Cited by 15 publications

(19 citation statements)

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“…Yet, as in the Muraskin and Lee (2004), Carey (2005), and Kuh et al (2005) studies, the ACT research (Habley & McClanahan, 2004) relied on institution-level aggregate measures of student outcomes. Unlike the other studies, however, and in particular the research by Kuh et al, the ACT study focused on the presence or absence of discrete college practices.…”

Section: Downloaded By [The Agamentioning

confidence: 95%

Institutional Effectiveness and Student Success: A Study of High- and Low-Impact Community Colleges

Jenkins

2007

Community College Journal of Research and Practice

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Section: Downloaded By [The Agamentioning

confidence: 95%

Institutional Effectiveness and Student Success: A Study of High- and Low-Impact Community Colleges

Jenkins

2007

Community College Journal of Research and Practice

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“…A recent study by Habley and McClanahan (2004) analyzed the association between outcome measures for community college students and institutional practices. Their study was based on data collected from 386 colleges (out of 991 that received questionnaires).…”

Section: Existing Research On Institutional Graduation Ratesmentioning

confidence: 99%

IS STUDENT-RIGHT-TO-KNOW ALL YOU SHOULD KNOW? An Analysis of Community College Graduation Rates

et al. 2006

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Over the last decade, policymakers, educators, and researchers have increasingly sought to understand community college policies and practices that promote students' success. This effort has been partly driven by an increased emphasis on outcome accountability, but it has also promoted a productive discussion about improving institutional performance. The research reported here has two related goals. One goal is to work towards strengthening the ability to assess and compare institutional performance. We thus have developed a model that can be used to adjust simple graduation rates for institutional characteristics, such as student composition, college resources, size, and location, all of which might influence those rates. Our long-term goal is to understand how to improve student outcomes, so the paper also uses the model to measure the effect of those institutional characteristics on graduation rates. We use data from the Integrated Postsecondary Education Data System (IPEDS) surveys, applying a weighted least-squares procedure for grouped data to estimate an institutional-completion rates model. This analysis confirms several hypotheses about institutional determinants of graduation rates at community colleges. Our results indicate a consistent negative relationship between enrollment size and completion. Additionally, colleges with high shares of minority students, part-time students, and women have lower graduation rates. A final significant finding among institutional characteristics is that greater instructional expenditures are related to a greater likelihood of graduation. The method developed here can be used to better assess the performance of community colleges.

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“…The reported practice that ranked first in terms of having the greatest impact on student retention was a "first year seminar" course for credit (Habley & McClanahan, 2004). A careful analysis of the empirical retention literature, a low 12% graduation rate, and a 43.5% retention rate combined to serve as the impetus for a new first-year seminar policy at JCTC.…”

Section: Jefferson Community and Technical College First-year Seminar Cmentioning

confidence: 99%

“…Student attrition has been a topic of discussion for many institutions for more than a century, and much research exists that explores the topic in greater depth (Barefoot, 2004;Bean & Metzner, 1985;Bean & Noel, 1980;Boudreau & Kromrey, 1994;Braxton, 2001;Braxton, Hirschy, & McClendon, 2004;Habley & McClanahan, 2004;Pascarella & Terenzini, 2005;Sidle & McReynolds, 1999;Tinto, 1994). Community colleges grapple with unsatisfactory rates of student persistence.…”

Section: First-year Seminar and Persistencementioning

confidence: 99%

“…Students become aware of what potential careers might be most compatible with their personal interests, abilities, and values. Additionally, students are encouraged to explore, investigate, plan, and prepare for career success, which impacts their graduation and persistence rates (Davig & Spain, 2004;Fidler, 1991;Fike & Fike, 2008;Habley & McClanahan, 2004;Skipper, 2005). Career planning is paramount for helping first-year students make career decisions and develop plans of action.…”

Section: Campus Resources and Counseling Servicesmentioning

confidence: 99%

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The impact of participation in a first-year seminar on increased usage of campus resources, academic and social integration and first-to-second-semester persistence at a two-year community and technical college.

Lafferty

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Lafferty, Kaye 1964-, "The impact of participation in a first-year seminar on increased usage of campus resources, academic and social integration and first-to-second-semester persistence at a two-year community and technical college." (2015). Eric, you are truly the APA king and I will be forever grateful to you for all your writing and editing advice.I will be forever thankful for Dr. Suzette Scheuermann's positive optimism and passion, insightful discussions, and suggestions. Her enthusiasm is truly contagious. Dr.Scheuermann, I will cherish you and all you have done for me during this dissertation journey. You have sacrificed many hours of your life to help me accomplish my goal.Words cannot express the gratitude that I have for you. Please continue to be a supporter to doctoral students as they embark on this long journey. I hope this is the beginning of many special future working opportunities coming our way together. Student attrition has been a focus of college administrators for many years and will remain a critical concern for higher education (Bean, 1985; Tinto, 1987). The problem of student attrition is more severe at community colleges than at four-year institutions (Andreu, 2002;Lundberg, 2002;McCabe, 2000). Many institutions are implementing first-year seminar programs to increase persistence during the first year of college. The purpose of this study was to ascertain whether participating in a first-year seminar course will increase a student's academic engagement and attachment to the environment, usage of campus resources and participation in campus events, use of the counseling center, and commitment to complete, as well as decrease outside barriers compared to students that do not participate in a first-year seminar course. This study utilized the theoretical frameworks from Tinto's (1993) student integration model, Bean benefits from the first-year seminar than Caucasian students and that greater benefits were reported by full-time students and older students (>25) than part-time and younger students (18-25). Limitations, implications for practice, and recommendations for future study are presented.

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What works in student retention?: Two-year public colleges

Cited by 15 publications

References 0 publications

Institutional Effectiveness and Student Success: A Study of High- and Low-Impact Community Colleges

Institutional Effectiveness and Student Success: A Study of High- and Low-Impact Community Colleges

IS STUDENT-RIGHT-TO-KNOW ALL YOU SHOULD KNOW? An Analysis of Community College Graduation Rates

The impact of participation in a first-year seminar on increased usage of campus resources, academic and social integration and first-to-second-semester persistence at a two-year community and technical college.

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