The purpose of this non-experimental, quantitative, comparative study was to determine whether there were significant differences in fall-to-fall retention and graduation rates, between first-time, full-time students who engaged in at least one early post-secondary opportunity (EPSO) while in high school and those who did not. Archival data for this study were collected from the participating community college between 2015 and 2018. The sample for this study included 2,911 students enrolled in academic programs at the community college and included retention rates and graduation rates for students who participated in EPSOs (N = 622) and those who did not participate in EPSOs (N = 2289). Other data collected for each participant included: (a) socio-economic status as determined by Pell eligibility, (b) at-risk status as determined by an ACT score of 17 or below, and (c) gender. Chi-square tests using a two-way contingency table with cross tabs or independent sample t-tests were used to evaluate each of the research questions. The findings demonstrated that participation in EPSOs resulted in increased retention and graduation rates. Findings from this study may contribute to the existing body of knowledge as to whether high school participation in EPSOs is associated with improved retention and graduation rates at community colleges.

The purpose of this study was to examine the relationship between nonverbal immediacy of community college teachers, both full-time and part-time, and their within-semester student retention rates.

There has been an increase in the number of first-generation adult learners in higher education institutions. However, literature has revealed limited information on the experiences of first-generation adult learners and their perception of the barriers they face in higher education. The purpose of this phenomenological study was to examine the experiences of 6 first-generation adult learners attending a higher education institution and their perception of the barriers they faced. The theoretical foundations were andragogy theory and social-cognitive career theory. Data were collected using purposeful interviews and data were analyzed using iinterpretative pphenomenological aanalysis. Five detailed patterns were identified: (a) students experienced specific barriers associated with anxiety and fear; (b) students were able to adapt to change and overcome their barriers; (c) students viewed education as a way out of their present situation and welcomed it as a positive influence; (d) students viewed the barriers as normal life challenges; and (e) the availability of supportive services made a difference in the adult learning environment. Findings from this research will contribute to the knowledge and experiences of first-generation adult learners in higher education institutions and the unique barriers they face. In addition to the development of effective programs designed for first-generation adult learners, administrators, staff, and faculty in higher education institutions can use the data generated from this study to improve overall retention/graduation rates for underserved populations in higher education by identifying any obstacles to success and implementing intervention policies.

The purpose of this study was to examine the strict 'no social promotion' policy in place in a large urban Texas school district (Waco Independent School District (WISD), Waco, Texas), and analyze the possible effects of the new promotion policy on student retention rates, curricular programming and student academic outcomes. This study analyzed past retention research, identified gaps in the research literature and developed a new program model/theory to generate areas for research. Next, trends in WISD Texas Assessment of Academic Skills (TAAS) scores and number of retentions over time were examined (1994-2001). Third, the study measured student retention and academic outcomes before and after retention as a function of older and newer school district promotion policy standards (1994-2001) in WISD. Furthermore, the study reviewed the context of retention in relation to a strict 'no social promotion' policy. Next, the study developed an analysis of how the strict 'no social promotion' policy was implemented by administrators and the rewards/challenges encountered. Finally, the study examined the relationship between school district promotion policy on program implementation and on student academic outcomes. Unlike research of the past (retention as an independent variable: retention causes/correlated to low self-esteem and dropping out) the independent variables (processes) affecting student academic performance outcomes were identified as: the conditions of learning/new strict 'no social promotion' policy and the opportunities to learn/ implementation of policy and their affect on student academic performance. A Sequential Mixed-Method Type VIII study was used to identify not only the 'underlying' mechanism(s) (inner workings of the implementation) but to identify and describe the context (the right conditions for learning) of the new strict 'no social promotion' policy and relate them to student outcomes. The most important outcomes were: the significant gains in student academic performance, the increased communication with the community at large, and the increased accountability of all involved. The successes were due to several key factors: the new strict 'no social promotion' policy; the implementation of successful programming and instructional strategies; the opportunities to learn each individual student has had, and the retention appeal process developed by WISD. / text

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This study is concerned with the problem of determining the status of.specific student retention efforts at the departmental and institutional levels in institutions of higher education offering baccalaureate degrees in nursing. The purposes of the study include (1) the determination of the percentages of those institutions which have specific programs to increase student retention in place and functioning at the various administrative levels, (2) the determination of those aspects of the many possible retention efforts that are being utilized, (3) identification of those retention efforts which may be most effective, and (4) comparison of retention rates between those institutions with organized retention programs and those without these programs. The population of the study is composed of all 430 of the National League for Nursing (NLN) accredited, Registered Nurse Baccalaureate Degree programs in the United States. The specially designed survey instrument produced a 62 percent response return. Response frequencies and percentages were calculated to show the relative success rates of various retention efforts. In addition, the data were subjected to several statistical procedures to determine if there were statistically significant differences between the various types and levels of retention efforts. The findings indicate that the presence of an organized and functioning program to increase student retention does produce a statistically significant increase in the mean retention rate for those institutions with such programs as compared with those institutions without organized retention programs. This significant increase was constant across the three types or levels of retention programs surveyed (departmental level only, university level only, both university and departmental levels). The majority of the respondents (55.5 percent) do have retention programs in place and functioning at some level in their institutions. Of the six major areas of retention efforts listed on the questionnaire, the area dealing the "Administrative Activities" to increase student retention was present most often among that group of respondents with the highest retention rates.

This research studies and documents the barriers to remote rural students' access of distance education support services offered by the centre for external studies at the University of Namibia The intent of the researcher is to investigate the question: What barriers do remote rural students face when accessing student support services offered by the CES-UNAM? The purpose of the study is to promote the growth of open and distance learning in the area of student support for students in the remote areas of Caprivi and Kavango regions in Namibia. The aim of the research is to provide evidence that open and distance learning students in remote rural areas face academic, administrative and logistics, personal and natural disasters as barriers as they study through the Centre for External Studies, University of Namibia. Six students were interviewed and studied over a period of two months. The students were followed to their places where interviews were held. Several written documents from students registering their grievances with CES-UNAM were requested from the office of the Director and were reviewed and analysed. The results thereof were recorded in thick verbatim as students personally engaged themselves in narrating the barriers that they face each day during their study periods. The results showed that Open and Distance Learning institutions in the world should practise and enhance sound academic, administration and logistics management systems to help students in remote rural areas. CES-UNAM has a challenge to ensure that students in remote rural areas are adequately supported. The researcher recommends that studies in the area of student support in should focus on their transactional, interactional and social contexts in order to enhance their opportunities to continue with their studies. / Educational Studies / D.Ed. (Distance Education)

This research studies and documents the barriers to remote rural students' access of distance education support services offered by the centre for external studies at the University of Namibia The intent of the researcher is to investigate the question: What barriers do remote rural students face when accessing student support services offered by the CES-UNAM? The purpose of the study is to promote the growth of open and distance learning in the area of student support for students in the remote areas of Caprivi and Kavango regions in Namibia. The aim of the research is to provide evidence that open and distance learning students in remote rural areas face academic, administrative and logistics, personal and natural disasters as barriers as they study through the Centre for External Studies, University of Namibia. Six students were interviewed and studied over a period of two months. The students were followed to their places where interviews were held. Several written documents from students registering their grievances with CES-UNAM were requested from the office of the Director and were reviewed and analysed. The results thereof were recorded in thick verbatim as students personally engaged themselves in narrating the barriers that they face each day during their study periods. The results showed that Open and Distance Learning institutions in the world should practise and enhance sound academic, administration and logistics management systems to help students in remote rural areas. CES-UNAM has a challenge to ensure that students in remote rural areas are adequately supported. The researcher recommends that studies in the area of student support in should focus on their transactional, interactional and social contexts in order to enhance their opportunities to continue with their studies. / Educational Studies / D.Ed. (Distance Education)

The purpose of this study was to determine and examine the impact of student support services (SSS) on academic success at a historically black college. The study was grounded in the theoretical framework of Astin’s Input-Environment-Outcome Model (IEO), Scholssberg’s theory of marginality, holistic theory , facilitation theory, and the theory of sensory simulation (Dunn, 2002; Anderson et. al., 2011; Dennick, 2014 and Pritchard, 2013) A mixed method approach was used to quantify and explicate triangulated data, which included the N-LSSI survey, archival data, and focus group interviews. The N-LSSI survey used a 7-point Likert Scale, and students from The College completed the instrument. The longitudinal nature of the study meant that the assumption of independent observations required by ANOVA was violated. Therefore, I used MANOVA to analyze SSS and Non-SSS student academic achievement data (i.e., GPA, Accuplacer test scores). This analysis also determined whether significant differences existed between the SSS and Non-SSS student participant groups based on means of the predictors. Qualitative data were organized, evaluated, and interpreted using open, axial and selective coding with MAXQDA, a qualitative data analysis software program. The results of the analyses showed there were no significant differences between the two student groups relative to GPAs. In contrast, Accuplacer math scores, reading scores, and writing scores were significantly different. The retention differences between SSS and Non-SSS students were significant in 2011 and 2012, while graduation data revealed significant differences in 2012. Results from the N-LSSI survey produced no significant difference between SSS and Non-SSS satisfaction with The College, while focus group interviews revealed student satisfaction levels were virtually the same.

The aim of the study was to investigate ways in which student dropout rates could be managed at a Technical Vocational Education and Training College (TVET) in KwaZulu-Natal, Amajuba District. Twenty-eight participants were purposively selected from two campuses in the area representing the Business and Engineering studies. This was done using the non-probability purposive sampling. The researcher focused on determining ways to assist in improving the management of student dropout rates in the above TVET College so as to increase the throughput and the certification rates. The study employed a qualitative design with semi-structured interviews that were conducted with senior managers from the central office, Heads of Departments, lecturers and students who had previously dropped out from the college so as to examine their views and perceptions on the effects of student dropout rates and how the management of student dropout rates could be improved. Data were analysed thematically whereby information was categorised into themes that emerged from the responses of the participants. The findings revealed that causes of student dropout emanate from the financial challenges experienced by students in this area since most of them are from disadvantaged backgrounds, institutional factors such as poor or lack of career guidance, the curriculum, poor enrolment procedure and poor student support services. The study recommends that well organised and effective career guidance should be conducted, the curriculum should be reviewed, and the selection and enrolment procedures should be transparent and understood by everyone. Recommendations for further study are also provided. / Educational Leadership and Management / M. Ed. (Education Management)