Characteristics of Early Student Dropouts at Allegany Community College and Recommendations for Early Intervention.

Autor/in	Price, Linda A.
Institution	Allegany Community Coll., Cumberland, MD.
Titel	Characteristics of Early Student Dropouts at Allegany Community College and Recommendations for Early Intervention.
Quelle	(1993), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Persistence; Community Colleges; Dropout Prevention; Dropout Research; Dropouts; Early Intervention; Nontraditional Students; Program Development; School Holding Power; Student Behavior; Student Characteristics; Student Employment; Student Participation; Student School Relationship; Teacher Student Relationship; Two Year College Students; Two Year Colleges + Suchen Sie Ihr Suchwort? Community college; Community College; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Programmplanung; Student behaviour; Schülerverhalten; Studentenarbeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schüler-Lehrer-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In an effort to develop early intervention strategies to increase student persistence, a study was conducted at Allegany Community College (ACC) in Cumberland, Maryland, of the common characteristics of withdrawing students. Student records were examined for the 84 students (out of a total of 2,999 enrolled) who withdrew in the first 3 weeks of fall 1992, and the 88 students (out of a total of 2,810) who withdrew in the first 3 weeks of spring 1993. A profile of all 172 withdrawing students included the following information: 62% were single; 97% were white; 66% were female; 72% were of non-traditional college age; 74% were unemployed; 63% attended college on a part-time basis; 46% had attended ACC the previous semester; 65% did not require developmental coursework; and 52% were from "non-degree" and general studies career interest areas. Based on this profile combined with a review of the literature suggesting that greater involvement in campus activities, closer affiliation with faculty members, and on-campus employment were associated with increased student retention, the following intervention strategies were proposed: (1) establish a women's center to provide support to non-traditional, female students; (2) conduct a freshman seminar to promote supportive relationships among students and student-faculty interaction; (3) create college funded work-study for on-campus employment; (4) establish a faculty development program; (5) create additional student organizations; and (6) establish a freshman orientation program. (Contains 13 references.) (PAA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC