ERIC Number: ED380017
Record Type: Non-Journal
Publication Date: 1995
Reference Count: N/A
A Successful College Retention Program.
Dale, Paul M.
This study assessed the impact of the HORIZONS Student Support Program on participating college freshmen at Purdue University (Indiana). HORIZONS is a federally funded program designed to increase retention of first generation, low income, or physically disabled students. The cornerstone of the project and the vehicle through which most services are delivered is the freshman orientation course, "Strategies for Effective Academic Performance," which addresses cognitive and affective needs. Students meet for 3 hours per week in a classroom to address the cognitive portion of the course and for 2 hours per week in a "Community Building/Personal Growth Laboratory" to work on the affective portion of the course. This study compared all 47 freshmen who entered the program in fall 1990 with a matched group of those who did not. Results showed that participation in HORIZONS had a dramatic impact on student retention and rate of graduation. The HORIZONS group retained 85 percent through 10 semesters while the control group retained only 47 percent. The increase in retention and graduation rates resulted from the delivery of a comprehensive set of services. Students evaluated the services and indicated that belonging to a support network, instruction in effective study methods, and tutoring were the most important services. (JB)
Descriptors: Academic Persistence, Affective Objectives, College Freshmen, Disabilities, Dropout Prevention, Federal Programs, First Generation College Students, High Risk Students, Higher Education, Low Income Groups, Minority Groups, Program Effectiveness, Remedial Programs, School Holding Power, Social Support Groups, Special Needs Students, Student Adjustment, Student Attrition, Study Skills
Publication Type: Reports - Descriptive; Reports - Research
Education Level: N/A
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations
WWC Study Page: http://ies.ed.gov/ncee/wwc/study/83792