| Attrition, meaning shrinking, is a commonly used term | | | | 1) how is the student performing academically, how |
| in college. Student attrition typically refers to the | | | | much do they enjoy their subjects, and how they |
| number of students who do not complete their | | | | view themselves as a student; 2) how many friends |
| program of studies. These "dropouts" are viewed as | | | | the student has at the school, quality of interaction |
| failures by the schools and reduce the "graduation | | | | with faculty and staff, and how much they enjoy |
| rate" typically measured by everyone from the | | | | being at the school. |
| schools themselves, to the accrediting agencies to | | | | What can We Learn? |
| the national publications (e.g., U.S. News & World | | | | The admission of students who are not ready, |
| Report). | | | | inadequately prepared, or don't have sufficient |
| The dropout rate at American universities is about | | | | commitment to succeed in a College program will |
| 50% for traditional students and 60% for online | | | | clearly increase the attrition rate, and although |
| learners. (National Dialog on Student Retention, 2008) | | | | intervention can help mitigate the problem, the stage |
| Validity and Reliability | | | | is set for failure. And, many students lack the |
| As any statistician or graduate student can tell you a | | | | self-motivation to perform adequately in the |
| statistic is meaningful only when it satisfies two | | | | less-structured post-secondary setting. |
| important criteria: Validity (both "construct" and | | | | Students leave school for a number of reasons. They |
| "content"), and Reliability. Validity, the most critical of | | | | may not do well academically, or they may have |
| the two, simply means that the test "measures what | | | | competing priorities which cause attendance |
| it purports (is supposed) to measure". And Reliability | | | | problems. They may feel socially isolated at school or |
| means that it consistently does this over time. | | | | feel disconnected from the institution. They could |
| How valid is this measure? | | | | have financial problems, family problems, learning |
| With attrition, there are several concerns. If the | | | | disabilities, transportation, childcare or persistence |
| retention rate is calculated programmaticaly, it fails to | | | | issues. They can have a combination of problems, |
| account for inter-program transfers. If it is applied to | | | | and even all of the foregoing could apply. If they are |
| the institution as a whole, it still has problems. For | | | | minority, foreign, adult learners, re-entry students, |
| example, do we really want to measure if a student | | | | low income students, single-parents, etc., they have |
| completes their education at a particular institution, or | | | | further complications. Students may not feel |
| should our primary concern be that the students | | | | supported by the institution or do not relate well with |
| obtains their degree or diploma? It could be easily | | | | its staff. A primary factor is students' relationship |
| argued that the latter measure is most important. | | | | with their teachers. |
| When the Census Bureau reports on the percentage | | | | Merely measuring attrition may not tell the whole |
| of "college graduates" they aren't particularly | | | | story. And, some factors are beyond administrative |
| concerned about how many schools the graduate | | | | or faculty control. However, establishing a supportive |
| attended. Whether the student graduated from | | | | culture and a welcoming environment can help. |
| "Podunk U" or "Retention College" is of no | | | | What can be Done to Improve Student Retention? |
| consequence. The important number is the | | | | The literature provides a number of suggestions, and |
| percentage who graduates. | | | | intuitively we know some approaches that work. |
| The institution perspective | | | | Here are some ideas: |
| Of course colleges are always looking for ways to | | | | --Provide student services emphasizing a support |
| measure their success. Is it quality, quantity, | | | | system for the student (e.g., orientation, advising, |
| reputation, faculty/student ratios, etc.? All of these | | | | counseling, student organizations, social events, |
| measures, and more, are incorporated into the | | | | carpooling assistance, tutoring, etc.) |
| College Rankings which are so eagerly consumed by | | | | --Establish systems to proactively identify problems |
| prospective students, parents, graduates, | | | | and quickly intervene to resolve them (e,g., grades, |
| administrators and the college community. Just take a | | | | attendance, distraction, etc.) |
| look at the most recent U.S. News College Rankings. | | | | --Enlist the support of the faculty in improving |
| But how meaningful are these measures and | | | | student retention. Inform them of the problem, offer |
| rankings? Probably not very. From one perspective, | | | | recommendations, and most importantly solicit their |
| especially at the two-year (Community College) level, | | | | input. --Encourage student input, e.g., student |
| success could mean that there are large numbers of | | | | satisfaction surveys. |
| transfers to four-year colleges. This would be true | | | | --Allow students to gain some success before |
| whether or not the student completed their | | | | enrolling them in "weed out"/ bottleneck courses (e.g., |
| Associates degree. A broader view of institutional | | | | math and science). --Arrange student events (e.g., |
| success may involve a longer perspective. Longitudinal | | | | Charitable events, pizza sales, celebrations) |
| studies, tracking students throughout their total | | | | --Promote "belongingness" through student |
| academic life might provide a better perspective. For | | | | government, associations, clubs, etc. |
| example, if a student attends "Lousy U" and has such | | | | --Recognize student achievements and success |
| a horrible experience that he is turned off from | | | | (attendance and academic awards) --Keep students |
| education for the rest of his life, that would clearly | | | | regularly informed about their academic progress. |
| be a negative. If, on the other hand, students at | | | | --Gather and analyze student attrition data. |
| "Success College" gain confidence and experience | | | | Benchmark data and compare with comparable |
| academic success, but due to increased confidence | | | | institutions. |
| and broadened perspectives move on to other | | | | --Link with employers and potential employers of |
| schools prior to completing their program of studies, | | | | students and graduates. Provide superior Career |
| this could be considered extremely positive. | | | | Placement Services for all students. --Assign student |
| Student Retention Research | | | | mentors to assist incoming students. |
| The converse of student attrition is student | | | | --Develop, nurture and maintain a friendly, customer |
| retention. Perhaps the best model of student | | | | service oriented atmosphere. |
| retention comes from research and a theoretical | | | | --Constantly review, analyze and upgrade programs |
| perspective provided by Vincent Tinto (Tinto V, ). | | | | and services. |
| Although there is limited empirical evidence to support | | | | --Make every student feel welcome and necessary. |
| Tinto's theories, his work clearly identifies the | | | | Finally... |
| complexities of the issue. Some of the factors in the | | | | Students leave college for a variety of reasons. |
| retention equation include: academic integration, | | | | Sometimes the institution is powerless to influence |
| teaching, learning, support, facilities, [student] | | | | these decisions. However, the ideas presented in this |
| qualifications/preparation/motivation, individual | | | | article may be valuable to administrators looking to |
| attributes, family attributes [e.g., mother's education], | | | | reduce attrition. It's definitely worth a try. |
| finances, debt, medical, family events, social | | | | References: |
| integration, etc. When interacting with the principal | | | | Tinto, V (1975) "Dropout from Higher Education: A |
| factors of Goal Commitment and Institutional | | | | Theoretical Synthesis of Recent Research" Review |
| Commitment, dropout decisions are made (or not | | | | of Educational Research, vol.45, pp.89-125 |
| made). | | | | Tinto, V (1982) "Limits of Theory and Practice in |
| According to Tinto the different reasons for | | | | Student Attrition" Journal of Higher Education, vol3 pp. |
| departure boil down to two categories: 1) Voluntary | | | | 687-700 |
| (student decision) and, 2) Involuntary (poor academic | | | | Tinto,V., Leaving College: Rethinking the Causes and |
| [and/or attendance] performance). Tinto, (and other | | | | Cures of Student Attrition, 1994, Univ. of Chicago |
| researchers) further refine this model by emphasizing | | | | Press |
| two overarching decision markers: 1) Academic | | | | Journal of College Student Retention: Research, |
| Integration, and 2) Social Integration.. In other words: | | | | Theory and Practice, Ed. |