Journal articles: 'Community college retention'

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Burstein, Matthew. "RETENTION AT THE COMMUNITY COLLEGE." Community College Journal of Research and Practice 21, no. 7 (October 1997): 677–81. http://dx.doi.org/10.1080/1066892970210707.

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Phillips, Demetrice, and Karina Kasztelnik. "The International Descriptive Study of Effective Methods for the Recruitment and the Retention of Faculty in the United States." Business Ethics and Leadership 5, no. 2 (2021): 21–58. http://dx.doi.org/10.21272/bel.5(2).21-58.2021.

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This qualitative descriptive study explored what community college administrators and faculty described as being effective recruitment and retention methods for faculty at community colleges in the Northeastern United States. This study answered two research questions: what recruitment methods do administrators and American faculty at community colleges describe as being effective in the recruitment of American faculty? Also, what retention methods do administrators and American faculty at community colleges describe as being effective in the retention of American faculty? The researcher applied critical race theory to form a framework for best practices in recruiting and retaining American faculty. Data were obtained by interviewing six American faculty and surveying seven community college administrators employed at Massachusetts community colleges who were selected using purposive sampling and community college online staff directories. Using MAXQDA data analysis software, the researcher initiated data analysis using thematic analysis. Data were organized and analyzed to identify codes, categories, and themes. Data analysis resulted in six themes: hiring processes, faculty diversity, recruitment strategies, work environment, student and faculty relationships, and retention strategies. The findings of this study can benefit community college personnel by recommending recruitment and retention strategies to effectively recruit and retain American faculty. There was limited research and data available related to the recruitment and retention of African American male faculty at community colleges. The faculty and administrator participants of this study provided rich data on effective recruitment and retention methods for African American male faculty at community colleges. The critical race theory theoretical framework was summarized. Theoretical and practical implications emerged. Based on the data and new insights, implications for future research were discussed.

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Mendoza, Pilar, David Horton, Jr., and Jesse P. Mendez. "Retention Among Community College Student-Athletes." Community College Journal of Research and Practice 36, no. 3 (January 9, 2012): 201–19. http://dx.doi.org/10.1080/10668921003677183.

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Windham, Melissa H., Mark C. Rehfuss, Cyrus R. Williams, Jason V. Pugh, and Lynn Tincher-Ladner. "Retention of First-Year Community College Students." Community College Journal of Research and Practice 38, no. 5 (February 10, 2014): 466–77. http://dx.doi.org/10.1080/10668926.2012.743867.

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Luke, Chad, Frederick Redekop, and Chris Burgin. "Psychological Factors in Community College Student Retention." Community College Journal of Research and Practice 39, no. 3 (August 15, 2014): 222–34. http://dx.doi.org/10.1080/10668926.2013.803940.

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Derby, Dustin C., and Thomas Smith. "AN ORIENTATION COURSE AND COMMUNITY COLLEGE RETENTION." Community College Journal of Research and Practice 28, no. 9 (October 2004): 763–73. http://dx.doi.org/10.1080/10668920390254771.

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Stebleton, Michael J., and LeAnne Schmidt. "Building Bridges: Community College Practitioners as Retention Leaders." Journal of Student Affairs Research and Practice 47, no. 1 (January 2010): 78–98. http://dx.doi.org/10.2202/1949-6605.6018.

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Cutright, Marc. "A Consortium Project to Improve Retention and the First Year of College: Results and Recommendations." Journal of College Student Retention: Research, Theory & Practice 7, no. 3 (November 2005): 189–99. http://dx.doi.org/10.2190/a2fg-f58g-mywx-p5q0.

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This article examines the operation and perceived effectiveness of a short-term, nine-community-college consortium, a consortium dedicated to the improvement of student retention and first-year education at each of the colleges in the consortium. The consortium was composed of Alabama community colleges, essentially during calendar year 2002. Its formal title was the Alabama Community College consortium on the First College Year. The effectiveness of the consortium is considered at the conclusion of its one-year duration based on the final reports submitted by the consortium members, and on the evaluation of an external consultant who gathered information from the participating institutions on a confidential basis. Finally, the consortium's effectiveness is considered based on interviews with campus coordinators one year after the consortium's conclusion. The article concludes with recommendations for improved practices in such improvement-directed exercises.

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Hagedorn, Linda Serra, William Maxwell, and Preston Hampton. "Correlates of Retention for African-American Males in Community Colleges." Journal of College Student Retention: Research, Theory & Practice 3, no. 3 (November 2001): 243–63. http://dx.doi.org/10.2190/mj6a-tfac-mrpg-xdkl.

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The retention rates of African-American men in community colleges are among the lowest of all ethnic groups nationally. This study analyzes organizational data for three cohorts of men in a longitudinal design for three semesters ( N = 202), and uses logistic regression to identify the factors that best predict retention. The importance of high school grades, age, number of courses, a positive view of personal skills, clear high goals, and the early identification of a college major appear to be salient for this group and offer implications for practice.

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Gentry, Bobbi, Christopher Lawrence, and Erin Richards. "The Tie That Binds: Exploring Community College Curriculum Design." PS: Political Science & Politics 49, no. 03 (July 2016): 535–40. http://dx.doi.org/10.1017/s1049096516000937.

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ABSTRACTMore students are beginning their college careers at community colleges before completing degrees at four-year institutions. As enrollments swell at these two-year institutions, issues surrounding transfer and articulation agreements are increasingly important, and two- and four-year institutions must work together on the recruitment, retention, and transition of political science majors. Central to this collaboration is the curriculum. Building on conclusions from the 2011 Leadership Collaborative Core Curriculum and General Education track regarding a common curriculum in the discipline, this article examines the political science curriculum using data from 47 two-year colleges with separate political science departments. We examined similarities and differences among these programs and found sufficient commonality in curriculum to allow students to transfer credits to four-year institutions. The article also offers community colleges an indication of common curricular features and informs the wider profession about community college curriculum design.

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Batts, Renee Godwin. "Retention Initiatives in the North Carolina Community College System." North Carolina Medical Journal 75, no. 1 (January 2014): 62–64. http://dx.doi.org/10.18043/ncm.75.1.62.

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Bonham, L. Adrianne, and Jo Ann I. Luckie. "COMMUNITY COLLEGE RETENTION: DIFFERENTIATING AMONG STOPOUTS, DROPOUTS, AND OPTOUTS." Community College Journal of Research and Practice 17, no. 6 (January 1993): 543–54. http://dx.doi.org/10.1080/0361697930170607.

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Watson, Aretha, and Rong Chen. "Educational Opportunity Fund Program and Community College Student Retention." Journal of College Student Retention: Research, Theory & Practice 21, no. 3 (June 12, 2018): 384–406. http://dx.doi.org/10.1177/1521025118780329.

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Mertes, Scott J., and Richard E. Hoover. "Predictors of First-Year Retention in a Community College." Community College Journal of Research and Practice 38, no. 7 (March 3, 2014): 651–60. http://dx.doi.org/10.1080/10668926.2012.711143.

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James, David P. "Minority student retention: The Prince George's community college program." New Directions for Community Colleges 1991, no. 74 (1991): 57–62. http://dx.doi.org/10.1002/cc.36819917410.

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Bell, Elizabeth. "Does Free Community College Improve Student Outcomes? Evidence From a Regression Discontinuity Design." Educational Evaluation and Policy Analysis 43, no. 2 (February 17, 2021): 329–50. http://dx.doi.org/10.3102/0162373721993149.

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In this article, I utilize a regression discontinuity design to estimate the effects of Tulsa Achieves—a prevalent and understudied type of tuition-free college program. In contrast to concerns regarding tuition-free community college suppressing bachelor’s degree attainment, I find that Tulsa Achieves increased the likelihood of transferring to 4-year colleges by 13 to 14 percentage points and increased bachelor’s degree attainment by approximately 2 percentage points. The estimates for shorter outcomes are underpowered to detect policy relevant effects, but suggest Tulsa Achieves increased college GPA and had a null impact on credit accumulation, retention, and graduation from Tulsa Community College.

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Hlinka, Karen R. "Tailoring Retention Theories to Meet the Needs of Rural Appalachian Community College Students." Community College Review 45, no. 2 (January 6, 2017): 144–64. http://dx.doi.org/10.1177/0091552116686403.

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Objective: Traditional-age students attending a rural community college in Kentucky’s Appalachian region were interviewed, along with faculty members and administrators, to identify phenomena serving as sources of encouragement or as barriers to retention from the point of entry to the point of transfer. Method: Students’ perspectives were collected in a qualitative study and were analyzed using a theoretical foundation of Tinto’s integration theory, enhanced with Kegan’s cognitive development theory and Bourdieu’s concepts of capital, habitus, and field. Results: Findings revealed three major factors affecting decision-making processes about persistence: (a) community’s and family’s values of education provide the essential push to attend and complete college, (b) students are challenged with overcoming the pull of family obligations, and (c) students struggle to make the cognitive leap necessary to master college-level coursework. Contributions: The results emphasize the importance of each college investing resources to understand the specific needs of that institution’s students, students shaped by their region’s culture and other defining traits, and customizing retention practices and programs to meet those unique needs. This study also adds to the limited research on persistence in Appalachian community colleges.

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Maccariella, James, Shana Pribesh, and Mitchell R. Williams. "An Engineering Learning Community to Promote Retention and Graduation for Community College Students." Journal of Professional Issues in Engineering Education and Practice 145, no. 4 (October 2019): 04019013. http://dx.doi.org/10.1061/(asce)ei.1943-5541.0000424.

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19

McArthur, Ronald C. "Facultq-Based Advising: An Important Factor in Community College Retention." Community College Review 32, no. 4 (March 2005): 1–18. http://dx.doi.org/10.1177/009155210503200402.

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20

Fike, David S., and Renea Fike. "Predictors of First-Year Student Retention in the Community College." Community College Review 36, no. 2 (October 2008): 68–88. http://dx.doi.org/10.1177/0091552108320222.

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21

Feldman, Mary Jane. "Factors associated with one-year retention in a community college." Research in Higher Education 34, no. 4 (August 1993): 503–12. http://dx.doi.org/10.1007/bf00991857.

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Craig, Alfred J., and Cynthia V. L. Ward. "Retention of Community College Students: Related Student and Institutional Characteristics." Journal of College Student Retention: Research, Theory & Practice 9, no. 4 (February 2008): 505–17. http://dx.doi.org/10.2190/cs.9.4.f.

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23

Amlani, Salma A., and Eric J. Paulson. "Student Experiences With Academic Services of Community Colleges in India." Journal of College Student Retention: Research, Theory & Practice 22, no. 2 (December 4, 2017): 298–325. http://dx.doi.org/10.1177/1521025117745483.

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The purpose of this multisite case study was to understand students’ experiences of academic services and policies at community colleges (CCs) in India and how they perceived these experiences as impacting their success in college. Participants included 19 students from four CCs across diverse geographical locations in India who agreed to respond to a questionnaire and in-person interviews. Within-case and cross-case analyses of the four CCs were conducted using open coding and themes from Tinto’s attrition model. Four strategies emerged as being used by the CCs for retention and student success purposes: life skills coursework, financial resource support, faculty mentorship, and extracurricular activities. The findings demonstrated that participants perceive the colleges as designing and modifying elements of the college experience to support them in their academic goals.

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Chambers, Candace. "Policies and Curriculums." International Journal of Multidisciplinary Perspectives in Higher Education 5, no. 2 (December 31, 2020): 1–12. http://dx.doi.org/10.32674/jimphe.v5i1.2593.

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College and career readiness is a focal area within the United States for student achievement within the context of global competitiveness. Despite recent efforts to focus on the college and career readiness of America’s students, national data has proven that many students are not prepared for college and need remedial intervention upon entrance into college. This discussion focuses on efforts at community colleges, specifically in the area of literacy, as they work to increase student retention and student success. Recent methods include developmental courses, co-requisite models, and statewide initiatives to determine how to best meet students’ academic needs, while considering faculty voice and administrative and cost efficiency. Community colleges can serve as grounds to determine how various models of remediation work to ensure that college students can be served in the best capacity for their academic needs, excel in their programs of choice, and in turn, be competitive global citizens.

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Glenn, Frank S. "The Retention of Black Male Students in Texas Public Community Colleges." Journal of College Student Retention: Research, Theory & Practice 5, no. 2 (August 2003): 115–33. http://dx.doi.org/10.2190/gyeu-wwer-n8w7-xtbk.

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The purposes of this study were to ascertain which Texas public community colleges have been able to graduate the highest percentages of black males and to analyze the factors contributing to that achievement. An institutional questionnaire was developed, designed to elicit information regarding policies and/or practices directly related to the retention of black male students and mailed to each college in the top and bottom quartiles. On-site case studies were conducted at one institution each from the top and bottom quartiles. The focus of the case studies was to examine the setting, policies, procedures, programs, and culture of each campus for clues concerning their black male retention rate. Data collection was from interviews, observations, and collection of institutional artifacts. This study identified several retention strategies that differentiate institutions in the top quartile of black, male student graduation rate from institutions in the bottom quartile.

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Hawley, Tamela H., and Tracy A. Harris. "Student Characteristics Related to Persistence for First-Year Community College Students." Journal of College Student Retention: Research, Theory & Practice 7, no. 1 (May 2005): 117–42. http://dx.doi.org/10.2190/e99d-v4nt-71vf-83dc.

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This study analyzed student characteristics that impact persistence among first-year students attending a large, metropolitan community college. The Cooperative Institutional Research Program (CIRP) Freshmen Survey was administered to first-time students during orientation. Factor analysis was used to classify students' personality and behavioral characteristics and discriminant function analysis was used to predict retention or attrition. The discriminant model accurately predicted retention in 78.8% of the cases. Findings suggested that student characteristics impacting persistence can be classified into three categories: barriers, motivations and aspirations, and expectations. Among the strongest predictors of attrition were the number of developmental classes required, the intention to transfer to a four-year institution, and the expectation that English as a second language could be a problem for college students. Among the strongest predictors of persistence were being African American or Latino, cumulative GPA, and the length of time students plan to spend at the college. Recommendations are shared for how community college administration, faculty, and staff can work with students and the community to raise student expectations, motivation, and preparation long before they become first-year college students.

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Haffron Bers, Trudy. "CONFIDENCE, COMMITMENT, AND ACADEMIC PERFORMANCE AND RETENTION OF COMMUNITY COLLEGE STUDENTS." Community Junior College Research Quarterly of Research and Practice 10, no. 1 (January 1986): 35–57. http://dx.doi.org/10.1080/0361697860100104.

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Sanlo, Ronni, and Lily Espinoza. "Risk and Retention: Are LGBTQ Students Staying in Your Community College?" Community College Journal of Research and Practice 36, no. 7 (April 18, 2012): 475–81. http://dx.doi.org/10.1080/10668926.2012.664085.

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Tichenor, Richard, and John J. Cosgrove. "Evaluating retention-driven marketing in a community college: An alternative approach." New Directions for Institutional Research 1991, no. 70 (1991): 73–81. http://dx.doi.org/10.1002/ir.37019917008.

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Umoh, Udoudo J., John Eddy, and Donald J. Spaulding. "Factors Related to Student Retention in Community College Developmental Education Mathematics." Community College Review 22, no. 2 (October 1994): 37–47. http://dx.doi.org/10.1177/009155219402200205.

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Dee, Jay R. "TURNOVER INTENT IN AN URBAN COMMUNITY COLLEGE: STRATEGIES FOR FACULTY RETENTION." Community College Journal of Research and Practice 28, no. 7 (August 2004): 593–607. http://dx.doi.org/10.1080/10668920490467242.

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Sherry, Annette C., and Francis T. Sherry. "The Influence of Computer Confidence on Retention in the Community College." Journal of Research on Computing in Education 29, no. 3 (March 1997): 298–314. http://dx.doi.org/10.1080/08886504.1997.10782200.

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Kennamer, Michael A., Stephen G. Katsinas, and Randall E. Schumacker. "The Moving Target: Student Financial Aid and Community College Student Retention." Journal of College Student Retention: Research, Theory & Practice 12, no. 1 (May 2010): 87–103. http://dx.doi.org/10.2190/cs.12.1.f.

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Rankin, Kristie R., Stephen G. Katsinas, and David E. Hardy. "Community College Retention and Access Issues: A View from the Field." Journal of College Student Retention: Research, Theory & Practice 12, no. 2 (August 2010): 211–23. http://dx.doi.org/10.2190/cs.12.2.e.

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O’Hara, Ross E., and Betsy Sparrow. "A Summer Nudge Campaign to Motivate Community College STEM Students to Reenroll." AERA Open 5, no. 3 (July 2019): 233285841987571. http://dx.doi.org/10.1177/2332858419875715.

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Despite growing economic opportunities in “middle-skills” science, technology, engineering, and mathematics (STEM) professions, the majority of community college STEM students leaves the STEM pipeline or withdraws from college altogether. We tested an intervention that addressed one reason why students abandon STEM: psychosocial barriers, including identity threats, a lack of belonging, and a mismatch between students’ values and those prevalent in STEM. Our intervention leveraged behavioral science (“nudging”) strategies as part of a 7-week summer campaign to encourage reenrollment, delivered via text message to 1,367 randomly selected first-year students at three community colleges. The intervention increased overall fall reenrollment by 7 percentage points; the effect was primarily observed among STEM students (+10 percentage points) and students taking summer courses (+10 percentage points). Our results indicate that interventions that target psychosocial barriers experienced by community college STEM students can increase retention and should be considered alongside broader reforms.

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García, Hugo A., Tiberio Garza, and Katie Yeaton-Hromada. "Do We Belong?" Journal of International Students 9, no. 2 (May 15, 2019): 460–87. http://dx.doi.org/10.32674/jis.v9i2.669.

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International student enrollment in higher education has risen in the United States for the past several decades. Along with the increase within 4-year institutions, the number of international students at community colleges also continues to rise. Open Doors reports there were 91,648 total international students enrolled in community college for the 2014–2015 academic year. Since student retention is often reviewed as a measure of “the quality of educational experiences” (Lee, 2010, p. 68), these changing enrollment statistics raise questions about international students’ engagement and sense of belonging within U.S. community colleges. Guided by Deil-Amen’s (2011) construct of socio-academic integration moments and Strayhorn’s (2012) sense of belonging, and using the Community College Survey of Student Engagement dataset and structural equation modeling, this study found that socio-academic integration was instrumental for sense of belonging for international students while social integration is also, to a lesser extent, significant to sense of belonging.

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Blythman, Margo, and Susan Orr. "Joined up Policy: A Strategic Approach to Improving Retention in the UK Context." Journal of College Student Retention: Research, Theory & Practice 3, no. 3 (November 2001): 231–42. http://dx.doi.org/10.2190/1xph-mjy0-00dy-anbr.

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This article outlines the development of interest in retention studies in Britain arising from a concern about the appropriate use of public money. It then describes the strategies being used to improve retention within the London Institute, a federation of five art and design focused colleges. Strategies described include study support, tutorial and professional development, including awareness raising, with academic staff. Many of these strategies have been developed in recent years in FE (community) colleges in Britain but our particular concern is to develop an overarching and interlinking strategy across a whole college rather than individual or sectional initiatives. This is what the British New Labour government calls “joined up policy.”

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Pitcher, Erich N., and S. L. Simmons. "Connectivity, Community, and Kinship as Strategies to Foster Queer and Trans College Student Retention." Journal of College Student Retention: Research, Theory & Practice 21, no. 4 (January 8, 2020): 476–96. http://dx.doi.org/10.1177/1521025119895514.

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Given that multiple forms of oppression are endemic to higher education, strategies intended to retain queer and trans college students should mirror the strategies of survival and thriving found within queer and trans communities. Fostering and bolstering connections, community, and kinship among queer and trans college students through a lens of multiplicities of identities will better support queer and trans students’ retention. For example, some queer and trans students may depart from an institution—whether temporary or long term to support their own well-being and identity development, given the various forms of oppression that higher education institutions instantiate and exacerbate. We call on higher education leaders to take seriously their role in reducing or eliminating the harm caused to queer and trans college students. Queer and trans college students are resilient within hostile environments and have agency about their educational trajectories.

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Ocean, Mia. "Financially Eligible Pell Grant Community College Students’ Perceptions of Institutional Integration." Journal of College Student Retention: Research, Theory & Practice 19, no. 3 (February 9, 2016): 333–56. http://dx.doi.org/10.1177/1521025116630757.

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There is a wealth of literature on the integration of university students increasing retention and ultimate completion, yet much less is known about the connections or disconnections that exist for community college students. Therefore, I interviewed financially eligible Pell Grant community college students ( n = 62) about their connections to their institutions, and I subsequently conducted a thematic analysis of the data. Students’ experiences of integration ranged from feeling they created a family to perceiving unfair treatment. Overwhelmingly, students felt connected to their community college. However, some students who were not meeting satisfactory academic progress described a disconnection to their community college. The results indicate a need to reevaluate the satisfactory academic progress criteria and develop an integration model specific for low-income community college students.

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Morgan, Patrice R. "The Identification of Motivational Factors Influencing Community College Enrollment Based on Student Gender, Age at Time of Enrollment, and Familial Level of Educational Attainment." Journal of Education and Learning 10, no. 5 (August 30, 2021): 160. http://dx.doi.org/10.5539/jel.v10n5p160.

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Prospective college students have many options to choose from when deciding which type of higher education institution to attend. What compels potential students to enroll in a community college as opposed to other higher education institutions is unknown. The purpose of the study was to explore the academic motivation of students currently enrolled in a New York City community college using the Academic Motivation Scale College Version. In addition, the study examined the relations between academic motivation and student gender, age at time of enrollment, and familial level of educational attainment. Results from the present study may provide justification for incorporating dimensions of motivation into community college campus life for future students as well as benefit community college recruitment, retention, and completion efforts.

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Kim, JoHyun, and Debra D. Bragg. "The Impact of Dual and Articulated Credit on College Readiness and Retention in Four Community Colleges." Career and Technical Education Research 33, no. 2 (January 1, 2008): 133–58. http://dx.doi.org/10.5328/cter33.2.133.

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Ajayi, Alex A., Lauren L. Mitchell, Sarah C. Nelson, Jillian Fish, Lovey H. M. Peissig, José M. Causadias, and Moin Syed. "Person–Environment Fit and Retention of Racially Minoritized College Students: Recommendations for Faculty, Support Staff, and Administrators." Education Sciences 11, no. 6 (May 31, 2021): 271. http://dx.doi.org/10.3390/educsci11060271.

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Although colleges in the United States have become increasingly racially and ethnically diverse, degree attainment remains disproportionately low among students from underrepresented and minoritized racial backgrounds. In this paper, we discuss the interactive influence of both person and environment factors in shaping academic persistence and argue that college administrators, faculty, and student support staff can intervene and take specific steps to improve the academic experience of racially minoritized college students. To this end, we offer specific evidence-based recommendations for campus leaders and stakeholders on how to adapt their campus community to facilitate the requisite person–environment fit to maximize academic persistence.

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Derby, Dustin C., and Lemuel W. Watson. "African-American Retention within a Community College: Differences in Orientation Course Enrollment." Journal of College Student Retention: Research, Theory & Practice 8, no. 3 (November 2006): 377–90. http://dx.doi.org/10.2190/b176-7341-45u7-n6h4.

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Levy, Dawn. "Online, Blended And Technology-Enhanced Learning: Tools To Facilitate Community College Student Success In The Digitally-Driven Workplace." Contemporary Issues in Education Research (CIER) 10, no. 4 (September 29, 2017): 255–62. http://dx.doi.org/10.19030/cier.v10i4.10039.

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Community colleges have embraced distance education as a means to provide increased flexibility and access to their large numbers of non-traditional students. Retention rates and student achievement measures alone may not reflect all of the benefits and opportunities that online learning, blended or hybrid learning, and technology-enhanced learning may afford these students. Online learning resources should be viewed as a tremendous value-added benefit for community college students, not only for the content conveyed, but also for fostering the digital readiness, cultivating the professional personas, and encouraging the self-directed learning needed to succeed in the digitally-driven workplace.

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Mahlberg, Jamie. "Formative Self-Assessment College Classes Improves Self-Regulation and Retention in First/Second Year Community College Students." Community College Journal of Research and Practice 39, no. 8 (March 11, 2015): 772–83. http://dx.doi.org/10.1080/10668926.2014.922134.

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LUX, MARY F. "An Activity-Based Format Increased Student Retention in a Community College Microbiology Course." Microbiology Education 3, no. 1 (May 2002): 7–11. http://dx.doi.org/10.1128/me.3.1.7-11.2002.

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Microbiology is offered each semester at the Allied Health Campus of Pearl River Community College. The evening course meets weekly for 16 sessions from 5 p.m. to 10 p.m. Most students enrolled in the course are in one of the seven associate degree allied health programs on the allied health campus. Among the challenges of teaching a course in this situation is retention of enrolled students. Although the course is required for most of the allied health programs on the campus, many students enrolled, attended class for a few weeks, and withdrew from the course. During the 1998–1999 school year the retention rates for students enrolled in the night microbiology classes for Fall and Spring semesters were 52% and 47%, respectively. The format for the 1998–1999 academic year was a conventional course with 2½ hours of lecture material followed by 2 hours of laboratory. Little or no effort was made to correlate laboratory and lecture topics. The course format for Fall 1999 was modified to (i) provide the laboratory component at the beginning of the time slot, (ii) tailor the lecture topics to relate to the laboratory component each night, and (iii) add an outside reading component. The laboratory served as an introduction to the lecture topic, and the lecture became more significant since it related directly to the laboratory experience. Following this format change the retention rate for the Fall 1999 semester increased to 80%.

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Rodriguez, Francisco. "A Community College District Chancellor’s View on Transformational Leadership." Journal of Transformative Leadership & Policy Studies 4, no. 1 (June 1, 2014): 20–25. http://dx.doi.org/10.36851/jtlps.v4i1.466.

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In an effort to promote school improvement, principals have primarily focused on developing quality teachers as a method of enhancing the academic achievement of students. This article seeks to shed light on the experiences and per-ceptions of urban principals regarding teacher effectiveness. Specifically, this article focuses on principals’ outlooks on teachers’ in three areas: student achievement, hiring and retention, and school culture. Empirical data from this study was derived from a mixed-method cross sectional survey administered to urban school principals in Arizona and California. It was evident in this study that principals perceive teachers as either well qualified or very well qualified to educate urban students. These findings are incongruent with the greater literature on this topic which illustrates the quality of urban school teachers is in question in comparison to non-urban teachers. The implications of principals’ overwhelmingly positive outlook are discussed coupled with recommendations for future research.

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Nora, Amaury. "Campus-Based Aid Programs as Determinants of Retention among Hispanic Community College Students." Journal of Higher Education 61, no. 3 (May 1990): 312–31. http://dx.doi.org/10.1080/00221546.1990.11780713.

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Hutto, Pamela Noel. "The Relationship Between Student Retention in Community College Courses and Faculty Employment Status." Community College Journal of Research and Practice 41, no. 1 (December 7, 2015): 4–17. http://dx.doi.org/10.1080/10668926.2015.1069227.

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Wagoner, Richard, and Anthony Lin. "Retention and Matriculation Obstacles and Opportunities for Southeast Asian Community College Transfer Students." AAPI Nexus Journal: Policy, Practice, and Community 7, no. 2 (2009): 33–58. http://dx.doi.org/10.36650/nexus7.2_33-58_wagoneretal.

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This qualitative case study of twenty Southeast Asian students at a flagship public research university suggests that it is illogical to view them as the “model minority” so often described in the literature. Their experience is not the same as that of students from other Asian ethnicities. They struggle with similar issues that challenge other students who come from lower socioeconomic backgrounds. However, the students in this study did discuss two issues that might be more unique to them: immigrant status and the importance of the ethnically based student organization as a means of support and belonging.

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Journal articles on the topic 'Community college retention'

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