ERIC Number: EJ1334077
Record Type: Journal
Publication Date: 2022-May
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1521-0251
EISSN: N/A
Identification of Skill-Appropriate Courses to Improve Retention of At-Risk College Freshmen
Journal of College Student Retention: Research, Theory & Practice, v24 n1 p126-143 May 2022
Identifying and supporting high-risk students are critical to increasing retention and persistence. What makes some high-risk students able to succeed, while others attrit? This article argues that early success in college courses is a key factor in resilience among high-risk students. Enrolling students in skill-appropriate courses during their first semester can serve as a buffer against vulnerability in high-risk students. This article presents an approach to identifying risk factors, determining which courses are skill-appropriate, and adjusting student advising to improve long-term student success. An example case from a small public 4-year college is analyzed to demonstrate the process, and the results indicate a potential for dramatic increases in persistence to graduation among high-risk students. Short- and long-term implementation strategies as well as benefits to both students and institutions are discussed.
Descriptors: Intervention, School Holding Power, At Risk Students, College Freshmen, Academic Persistence, Resilience (Psychology), Risk, Identification, Academic Advising, Remedial Programs, Course Selection (Students), Skill Development
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 - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A