How Four-Year Colleges and Universities Organize Themselves to Promote Student Persistence: The Emerging National Picture
Providing a comprehensive account of what a wide range of four-year institutions are doing to address their persistence and graduation rates, this new report presents survey data for comparison by institution type as well as actionable findings that campus officials and policy makers can use in their efforts to improve student persistence and graduation rates at their institutions. This study was conducted in collaboration with the College Board by the Project on Academic Success (PAS) at Indiana University and the Center for Enrollment Research, Policy, and Practice (CERPP) at the University of Southern California. The report is available from the College Board Advocacy & Policy Center at http://advocacy.collegeboard.org/admission-completion/admissions-21st-century/news/how-four-year-colleges-and-universities-organize-t
The release of How Four-Year Colleges and Universities Organize Themselves to Promote Student Persistence: The Emerging National Picture
is announced by the Indiana University News Room at
The Study of Institutional Practices Related to Student Persistence
Mary Ziskin, Don Hossler, & Sooyeon Kim
Published in the Journal of College Student Retention and available at the website of the Baywood Publishing Company at
Using literature and illustrations drawn from a pilot study of institutional policies and practices surrounding student retention, the authors explore the theoretical and methodological challenges entailed in the study of student retention. The discussion centers on two efforts to expand the theoretical base and scope for research in this area: one argues that colleges and universities are optimizers of cultural capital and the other critiques the narrowness of the frames that predominate student retention research.
Getting Serious About Institutional Performance in Student Retention: Research-Based Lessons on Effective Policies and Practices
Don Hossler, Mary Ziskin, & Jacob P.K. Gross
Published in the journal About Campus and available at the website of Wiley InterScience at
Drawing on their experiences in and findings from two distinct but complementary research projects that focus on institutional efforts to enhance student persistence and graduation, the Indiana Project on Academic Success and the College Board Study on Student Retention, the authors share their growing understanding of how institutions organize themselves to enhance student persistence and the extent and effectiveness of those efforts. This article can contribute to the ongoing discussion among scholars and practitioners around the country about how to increase persistence and graduation and, by extension, to improve student learning.