This study used responses from 17,354 student veterans on the Community College Survey of Student Engagement (CCSSE) to investigate the relationship between student engagement and likelihood of withdrawal. Student veterans who utilized campus services more often, and those who perceived campus services as important, reported a higher likelihood of…

College success courses (CSCs), or orientation courses, are offered by community colleges and universities to facilitate the success of first-time-in-college students. Primarily, these courses are designed to address students' nonacademic deficiencies, such as weak study habits and poor organizational skills, and to familiarize students with…

A study was conducted at a community college in northeast Alabama to determine how the format of developmental English courses impacted student withdrawal rates and final grades. The two course formats examined were online/hybrid and face-to-face courses. Data were obtained from a 4-semester time frame: fall 2012, spring 2013, summer 2013, and…

Excessive course attrition is costly to both the student and the institution. While most institutions have systems to quantify and report the numbers, far less attention is typically paid to each student's reason(s) for withdrawal. In this case study, text analytics was used to analyze a large set of open-ended written comments in which students…

General biology courses (for majors) are often transferred from one institution to another. These courses must prepare students for upper division courses in biology. In Colorado, a Biology Transfer Articulation Agreement that includes general biology has been created across the state. An evaluation was conducted of course grades in two upper…

This Grounded Theory study utilized Self-determination Theory to analyze the interview results of 18 community college African American and Latino males. The goal was to learn what helped participants to succeed and persist in developmental and transfer-level writing courses despite the obstacles that they faced. Three major themes emerged: (a)…

Investigates how Tinto's model of retention can be applied to two-year institutions. Explores academic and social integration and their effects on student withdrawal rates as well as the effect of background skills on withdrawal rates. Finds no correlation between academic and social integration and withdrawal rates, but poorer Computer Placement…

Describes the outcome of a National Postsecondary Student Aid Survey (NPSAS), which found that two-year students were 0.18% less likely to persist for each $100 increase in tuition, more likely to persist if they received subsidies, and 15.96% more likely to persist for every $1,000 in student loan debt outstanding. (Contains 68 references.) (PGS)

Describes a study of 208 community college students to determine reasons given for deciding to withdraw, the relationship of student characteristics to those reasons, and patterns of reenrollment over 1 to 3 years. Discusses the relationship of gender, age, ethnicity, and academic preparedness to persistence. (58 citations) (KRG)

Presents findings from Johnson County Community College follow-up surveys of nonreturning students. Indicates that most nonreturning students had achieved their educational goals, had improved various cognitive and noncognitive behaviors because of their college experiences, and planned to reenroll in college eventually. Describes reasons for…

Synthesizes the literature on community college student retention programs to develop a definition and typology of dropout prevention programs. Classifies programs and strategies based on whether they attempt to sort, support, connect, or transform students. (61 references.) (MAB)

Uses data from a national study on student aid to examine the influence of student subsidies on within-year persistence for nontraditional college-age students enrolled in two-year colleges. Finds that tuition charges had a negative effect on within-year persistence and that student aid subsidies were insufficient to mitigate this effect. (19…

Describes a study conducted to determine the differences among students enrolling during three phases of registration (early, regular, and late). Finds that: (1) new and returning students who enroll late are more likely to withdraw from a class than those who register early or at the regular time; and (2) returning students differed in their GPAs…

Lists and defines more than 20 variables that institutional researchers may choose when researching retention at community colleges, based on Tinto's and Bean's models of retention. States that independent variables can be used to develop and implement retention studies at researchers' own institutions. (Contains 23 references.) (AUTH/NB)