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Research on Student Retention and Success  

Last Updated: May 26, 2016 URL: http://lrc.vgcc.edu/student_success Print Guide RSS Updates

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Create an account with the Education Advisory Board

As a service to its members, a wealth of information is housed online at the Education Advisory Board website. The site features the Board's national best practice studies that have already been completed, descriptions of its in-progress best practice initiatives, and a library of custom reports completed on behalf of its member institutions.
 

Reclaiming the American Dream: Community Colleges and
the Nation's Future

American Association of Community Colleges. "Reclaiming the American Dream." YouTube. American Association of Community Colleges, 21 Apr. 2012. 

General

Best Practices for Student Retention

  • Establishing students' goals when they first start at school.
  • Connecting students to an academic advisor who will stay in contact with them throughout their time at the school. 
  • Promoting and maintaining student centers that offer a multitude of services for students; ie libraries, tutoring centers, writing labs, advising centers.
  • Employing students on campus, giving them a connection to the school.
  • Addressing course content across the curriculum through collaborative and contextual learning.

EAB Information about Student Retention and Community Colleges

Reports about Community College Retention

  • Securing the Future: Retention Models in Community Colleges
    This report, Securing the Future: Retention Models in Community Colleges, is one of a series of research projects designed both to shine a spotlight on community colleges and to provide these institutions with additional tools with which they might respond to the extraordinary challenges they are facing.
  • Recession Led to an Enrollment Boom, But Not a Graduation Boom
    More first-time students than ever before enrolled in college in 2008, but only a small percentage of them graduated within six years, according to the third report in a series from the National Student Clearinghouse Research Center.
  • The Data That Redefine Success in Community College
    According to a report from the National Student Clearinghouse Research Center, 46% of all graduates who received bachelor's degrees last year had enrolled at two-year institutions in the past decade—and 65% of that group completed at least three semesters there.
  • Why Community College is Worth It
    Most community college credentials provide a significant boost to future earnings, according to a new study from Columbia University and the Career Ladders Project.
  • Outcomes for online community college students are both better and worse
    Community college students are 25% more likely to graduate or earn a certificate sooner if they take online courses—even though they are less likely to complete those than a traditional class, Jill Barshay writes for the Hechinger Report.
  • Centralized Student Success Centers
    Administrators establish centralized student success centers to address college transition and preparedness challenges and enhance student retention and academic performance. This reports outlines the types of programming that student success centers offer and their impact on student success. Additionally, the report discusses operation of student success centers, with special attention to staffing models and space requirements.
  • Community College Enrollment Pain Point Audits
    Why do students discontinue their entry into higher education before they even start? How can we eliminate the administrative barriers or disincentives at our institutions? These questions, along with others posed at the beginning of the research initiative, will be answered in a full best practice study planned for spring 2015, Toward Student-Centered Onboarding.
  • Guiding Student Choice to Promote Persistence: Tools, Technologies, and Policies That Support Retention and Timely Completion
    Academic requirements, organizational models, and academic policies are designed without student success in mind, resulting in unintended roadblocks to completion. Because so many decisions affecting students are made in isolation (an additional pre-requisite course added to one major, for example) or with the interests of internal stakeholders in mind (different administrative offices create duplicative and conflicting processes), many aspects of institutional design are unnecessarily harmful to students.
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