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ERIC Number: EJ1106579
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0013-189X
EISSN: N/A
Appropriately Targeting Group Interventions for Academic Success Adopting the Clinical Model and PAR Profiles
Johnson, Craig W.; Johnson, Ronald; Steigman, Michael; Odo, Chioma; Vijayan, Suvendra; Tata, Devadatta V.
Educational Researcher, v45 n5 p312-323 Jun-Jul 2016
Prevalence of academic risk (PAR) group profiles provide data enabling empirically based group-specialized prescriptions for targeted academic success interventions to increase student retention, completion, and graduation rates, while improving allocation of institutional resources. Postsecondary student attrition engenders student debt, shortages of highly trained professionals, and inadequate workforce diversity. Diagnostic PAR profiles, employing a proactive Diagnosis ? Prescription ? Intervention ? Evaluation Model adapted from clinical medicine, enable empirically targeted, group-specialized, student-success interventions. Two-step cluster analysis of survey responses from 512 students entering first-semester urban health science community college differentiated three PAR-profile groups: (a) traditional, (b) language/education/financially challenged, and (c) older/supporting families/financially challenged. The latter two groups' end-of-first-semester odds of adverse academic status events were, respectively, 1.73 (p = 0.016) and 2.08 (p = 0.002) times the traditional group's. PAR profiles enable empirically based group-tailored interventions for increasing student retention, completion, and graduation rates, while improving allocation of institutional resources.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A