A survey of students in the community and technical colleges and four-year college of the University of Akron showed withdrawal often occurred because of job conflicts, financial problems, and need for a temporary break. Nonpersisters would have been encouraged by improved counseling and advising, financial aid, and instruction. Persisters would…

Maintains that dropping out of school is more usefully interpreted in social structural terms rather than as an individual psychological event. Reviews research findings to support the argument that schooling reproduces a class-based society by legitimating the social role of the dropout and allocating students to that devalued status. (Author/MJL)

Presents a model to help student personnel administrators develop cost effective approaches for improving student retention, based on the marketing process. The marketing model can be used to systematically respond to the needs of students, faculty, and the community. Outlines retention tactics at Prince Georges Community College. (JAC)

Analysis of a survey of freshman women at a land-grant university included 12 possible determinants of student satisfaction, intent to leave the college, and dropout. The labor model seems applicable to colleges and universities, but is not sufficient to explain the dropout process. (MSE)

A study to test the connection between "A" level grades and age at entry with degree performance at Oxford Polytechnic is reported. "A" level grades were found to be of little value in predicting degree performance. (MLW)

The author argues against specialized education programs for rural children in developing nations, asserting that these children's education should not essentially differ from that considered suitable for urban children. For a contrasting opinion, see the article by David R. Evans (pp232-43). (See AA 533 194.) (SJL)

Reacting to the preceding article (pp216-21) by Elinor G. Barber, the author argues against a single formal system of general education for both rural and urban areas of developing nations. (See AA 533 193.) (SJL)

In two surveys of freshmen students, academic needs were found to be of primary importance, compared to social and personal needs. Results provide clear direction for orientation program planners to emphasize the student's academic experience, with indications that a higher retention rate for the institution may result. (Author/JAC)

Discusses problems associated with communication in rural areas to promote participation in development programs. Suggests that success of such programs depends on continued government policy in favor of citizen participation in agricultural and rural development. (SK)

A survey of recruitment officers in England and Wales concerning the entry to employment of young people who leave school with no formal qualifications or with qualifications below the GCE A level is discussed. Findings suggest that employers are not dissatisfied with their recruits. (Author/MLW)

The Preadmission Counseling Program produces better informed students and fewer no-shows from application to matriculation. The home visit group had the greatest "show" rate and were better persisters. The resources committed produced a good investment. (JAC)

Cites the inadequacy of traditional counseling services in helping developmental education students comprehend grading options, registration policies, and other components of the educational bureaucracy. Suggests an academic intervention strategy to correct this situation, incorporating student orientation, systematic monitoring of student…

Freshmen placed the greatest responsibility for their low grades on their own lack of motivation, improper study habits, and inattention to school work. Because of the predicted decline in the number of college-age youths in the 1980s, schools need to put more emphasis on retaining students. (Author)

This issue presents some excerpts from the Commonwealth Conference on Non-Formal Education for Development, held in New Delhi, India, January 22-February 2, 1979, concerning the concept and tasks of nonformal education. Includes a few observations and recommendations from each of the Conference's 12 committees. (MF)

Describes the Comprehensive Vocational Motivation Program for high school students with special needs. The program includes personal and vocational counseling, help in locating social services, development of vocational skills and part-time employment, motivation activities, and crisis intervention. Programs are tailored to individual needs. (JAC)