Increasing Persistence: Research-based Strategies for College Student Success
September 2012, Jossey-Bass
Increasing Persistence offers a compendium on college student persistence that bridges the gaps between theory, research, and successful practice. Anchored by ACT, Inc.’s 2010 What Works in Student Retention survey of 1,100 colleges and universities, which provides insights on the causes of attrition and identifies retention interventions most likely to enhance student persistence, the book provides decision-makers and practitioners with evidence-based interventions and best practices for improving student success in college.
The Authors xxix
Section 1: What Do We Know
About Retention and Persistence to Degree? 1
1 Defining, Refining Perspectives on Student Success 3
2 Overview of Theoretical Perspectives on Student Success 19
Section 2: The Case for Intensified Campus Efforts 41
3 The Demographic Challenge 43
4 Public and Private Benefits of College 63
5 Retention or Recruitment: Examining the Return on Investment 79
Section 3: Core Components of Student Success 99
6 Institutional Culture and Student Engagement 101
7 Academic Preparation 117
8 Psychosocial Characteristics 137
9 Career Development 161
10 Assessing the Impact of Academic, Psychosocial, and Career Development Factors on College Student Success 181
Section 4: Proven Student Success Practices 211
11 Historical Perspective on What Works in Student Retention 213
12 Assessment and Course Placement 235
13 Development Education Initiatives 255
14 Academic Advising 283
15 First-Year Transition Programs 311
Section 5: Making Student Success a Priority 335
16 Expanding the Retention Framework: Implications for Public and Institutional Policy 337
17 Creating a Student Success Culture 363
18 Leading the Campus to Student Success 383
A What Works in Student Retention, 2004 Survey 397
B What Works in Student Retention? 411
Name Index 453
Subject Index 459
Wesley R. Habley is principal associate in educational services and coordinator of State Organizations at ACT, Inc. He is also coeditor of Academic Advising: A Comprehensive Handbook from Jossey-Bass.
Jennifer L. Bloom is clinical professor and director of the Master's Degree Program in Higher Education and Student Affairs at the University of South Carolina.
Steve Robbins is principal research scientist in the Center for Academic and Workforce Readiness and Success. Formerly, Robbins served as vice president of research at ACT, and as professor and chair of Psychology at Virginia Commonwealth University.
Research-based Strategies for College Student Success
For the last 50 years, the topic of college student persistence has been a central one of research, theory, and analysis. Yet, in spite of all we have learned, neither first to second year retention rates nor college completion rates have budged appreciably in more than four decades. Only one out of every three individuals who enter American higher education for the first time remains enrolled at the same institution one year later.
How does colleges and universities increase their rentiontion rates? The answer, by INCREASING PERSISTENCE (September 2012; 978-0-470-88843-8; Jossey-Bass/also available in e-format).
Anchored by ACT, Inc.’s 2010 What Works in Student Retention survey of 1,100 colleges and universities, the book provides insights on the causes of attrition and identifies retention interventions most likely to enhance student persistence and offers decision-makers and practitioners with evidence-based interventions and best practices for improving student success in college.
INCREASING PERSISTANCE provides an organizational blueprint for practicing the four intervention strategies proven to make a difference with student retention and persistence to degree: assessment and course placement, developmental education, academic advising, and first-year transition programs.
It helps higher educators create a student success culture, and covers a variety of institutions: four-year public and private, community colleges, and vocational-technical schools.