ERIC Number: ED246930
Record Type: RIE
Publication Date: 1983-Jul-1
Reference Count: 0
Retention and Attrition of Students: A Status Report on Institutional Issues and Implications.
Sheldon, John C.; And Others
On the basis of several surveys and a review of the literature, this report examines various aspects of student retention at Frederick Community College (FCC). Chapter I introduces the report with a summary of FCC enrollment data and a discussion of the characteristics of non-persisters nationwide. Chapter II focuses on course and college withdrawal, providing information on withdrawal rates in three periods (prior to the fourth week, between the ninth and twelfth weeks, and between the fifth and eighth weeks); schedule changes and course withdrawals; recommendations regarding schedule changes; and a profile of FCC dropouts based on an analysis of add-drop forms completed between fall 1981 and spring 1983 and a survey of students who withdrew during the fall 1981, spring 1982, or fall 1982 semesters. Chapter III investigates course efficiency patterns among the college's academic disciplines, assessing disciplines according to the percentage of students who passed courses with a grade of C or higher and those who received no grade or withdrew from the courses. In chapters IV and V, results are presented from a survey of the perceived educational and personal needs of students, and a survey of their evaluations of college programs and services. After chapter VI offers a series of recommendations, chapter VII provides an executive summary of major findings. Appendices include the survey instruments. (AYC)
Descriptors: Academic Persistence, Courses, Dropout Characteristics, Dropouts, Enrollment Trends, Institutional Evaluation, Intellectual Disciplines, Participant Satisfaction, School Holding Power, Student Attrition, Student Needs, Two Year College Students, Two Year Colleges, Withdrawal (Education)
Publication Type: Reports - Research; Tests/Questionnaires; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: Frederick Community Coll., MD.