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VCCS Dropout Rates Freshman to Sophomore Two-Year Public Institutions 49.8% VCCS Student Retention Rate Summary Fall 2002-Fall 2003.
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All colleges are to submit plans to improve graduation rates towards the goal of ranking in the top 10% for graduation, retention, and placement rates by 2009…. Dr. Glenn DuBoisChancellor’s 2004-2005 Goals
Expected and justified
Unnecessary and preventable by institutional interventions
Lack of certainty about major
Isolation and lack of connection
What they encounter is not what they expected….
Inability to connect with significant members of the campus community….
What happens to students after they enroll frequently has a more powerful impact on whether they stay and achieve their goals or leave. Tinto 1987, 1993
Success appears to be contingent on whether [faculty and staff] can validate students in an academic or interpersonal way.
Dr. Laura Rendon, 1994
Act “as if” small encounters matter because they often do.
ALL aspects of campus life can have an impact on persistence or attrition decisions and behaviors.Promoting student persistence requires an institution-wide commitment.
The “secret” of effective retention lies in the development of effective educational communities that involve students in their social and intellectual life and ensure that all students are able to learn and grow while they are in college. “Educational Principles of Effective Retention,” Vincent Tinto, 1988
Institutions which consciously reach out to establish personal bonds among students, faculty, and staff, and which emphasize frequent and rewarding contacts outside the classroom are those which most successfully retain students. Such interaction is the single strongest predictor of student persistence. Leaving College Vincent Tinto, Professor of Education Syracuse University, 1987, 1993
When we asked students to think of a specific critical incident or moment that had changed them profoundly, four-fifths of them chose a situation or event outside the classroom. Richard Light, Harvard University Making the Most of College, 2001
Illustrates that the decision to withdraw is usually a complex process involving a series of events which occur over time, rather than a decision resulting from a single event at one point in time.
Illustrates that student characteristics (profiles) combine with institutional experiences (incidents) to shape a student’s decision to persist or withdraw.
Illustrates that similar experiences and events affect students differently and that we can respond to students and their needs if we come to know them from our interactions with them--in class, in advising meetings--by paying attentionto small encounters.
Illustrates that ALL aspects of campus life can have an impact on persistence or attrition decisions and behaviors.
Illustrates that careful interventions by individuals and/or specifically designed programs can have a positive influence on students’ social and academic integration and, subsequently, on their persistence behaviors.
To encourage and promote an institutional dialogue about collaborations that can enhance programs, services, attitudes and behaviors that can enhance student satisfaction, achievement, and persistence.
Rather than working at odds, campus units must come to see themselves as working together.Tinto, 1993