ERIC Number: ED342425
Record Type: RIE
Publication Date: 1992-Jan-15
Sorting, Supporting, Connecting, and Transforming: Student Retention Strategies at Community Colleges.
Drawing from an analysis of the literature on student attrition and retention at community colleges, this paper presents a typology of retention strategies as a structure by which further research can advance. Introductory material explains the typology, which categorizes retention strategies according to whether their purposes are to: (1) sort students into categories or groups in order to place them into college programs most suited to their goals, abilities, and needs; (2) support students in meeting their financial needs and family obligations; (3) connect students to the institution through a variety of activities designed to promote student involvement and integration; and (4) transform either the students (through such strategies as remedial education or career counseling) or the institution (through such strategies as curricular reform, instructional professional development, or community building). After explaining the development of the typology and offering examples of common retention strategies in each category, the paper offers a detailed analysis of each, including examples and discussing outcomes and effectiveness. Finally, the concluding section argues that a comprehensive community college retention program should include some techniques from each category. California's Puente Program is described as an example of a comprehensive program, which sorts students on the basis of placement test results and ethnicity; supports students in their efforts to access college services and balance home demands; promotes connections among students, between students and faculty, and between two- and four-year education through course exercises and community outreach; and transforms both the students and the college. A 101-item bibliography is attached. (AC)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Authoring Institution: N/A