The Effects of Academic Probation on College Success PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Effects of Academic Probation on College Success PDF full book. Access full book title The Effects of Academic Probation on College Success by Jason M. Fletcher. Download full books in PDF and EPUB format.
Author: Jason M. Fletcher
Publisher:
ISBN:
Category :
Languages : en
Pages : 44
Get Book Here
Book Description
While nearly all colleges and universities in the United States use academic probation as a means to signal to students a need to improve performance, very little is known about the use of this designation and the programs that accompany it on college success. This paper uses a regression discontinuity approach to estimate the effects of these programs at four universities of varying selectivity in Texas. Results suggest that academic probation status following the first semester of college may serve as a short term "wake up call" to some students, in that second semester performance is improved. However, our findings also suggest that this short term boost in performance fades out over time and students who are on academic probation following their first semesters of college do not have higher rates of persistence or graduation. We also find important differential responses to academic probation based on pre-determined student characteristics as well as high school of origin. However none of the heterogeneous effects are consistent across universities, limiting the application of simple models of education standards.
Author: Jason M. Fletcher
Publisher:
ISBN:
Category :
Languages : en
Pages : 44
Get Book Here
Book Description
While nearly all colleges and universities in the United States use academic probation as a means to signal to students a need to improve performance, very little is known about the use of this designation and the programs that accompany it on college success. This paper uses a regression discontinuity approach to estimate the effects of these programs at four universities of varying selectivity in Texas. Results suggest that academic probation status following the first semester of college may serve as a short term "wake up call" to some students, in that second semester performance is improved. However, our findings also suggest that this short term boost in performance fades out over time and students who are on academic probation following their first semesters of college do not have higher rates of persistence or graduation. We also find important differential responses to academic probation based on pre-determined student characteristics as well as high school of origin. However none of the heterogeneous effects are consistent across universities, limiting the application of simple models of education standards.
Author: Michael T. Dial
Publisher: The National Resource Center for The First-Year Experience
ISBN: 1942072600
Category : Education
Languages : en
Pages : 237
Get Book Here
Book Description
Research suggests that as many as a quarter of all undergraduate students may find themselves on academic probation during their collegiate years. If students on probation choose to return to their institutions the semester following notification, they find themselves in a unique transitional period between poor academic performance and either dismissal or recovery. Effectively supporting students through this transition may help to decrease equity gaps in higher education. As recent literature implies, the same demographic factors that affect students’ retention and persistence rates (e.g., gender, race and ethnicity, age) also affect the rate at which students find themselves on academic probation. This book serves as a resource for practitioners and institutional leaders. The volume presents a variety of interventions and institutional strategies for supporting the developmental and emotional needs of students on probation in the first year and beyond. The chapters in this book are the result of years of dedication and passion for supporting students on probation by the individual chapter authors. While the chapters reflect a culmination of combined decades of personal experiences and education, collectively they amount to the beginning of a conversation long past due. Scholarship on the impact of academic recovery models on student success and persistence is limited. Historically, attention and resources have been directed toward establishing and strengthening the first-year experience, sophomore programs, and student-success efforts to prevent students from ending up on academic probation. However, a focus on preventative measures without a consideration of academic recovery program design considering the successes of these programs is futile. This volume should be of interest to academics and practitioners focused on creating or refining institutional policies and interventions for students on academic probation. The aim is to provide readers with the language, tools, and theoretical points of view to advocate for and to design, reform, and/or execute high-quality, integrated academic recovery programs on campus. Historically, students on probation have been an understudied and underserved population, and this volume serves as a call to action.
Author: Andrew Delbanco
Publisher: Princeton University Press
ISBN: 0691246386
Category : Education
Languages : en
Pages : 280
Get Book Here
Book Description
The strengths and failures of the American college, and why liberal education still matters As the commercialization of American higher education accelerates, more and more students are coming to college with the narrow aim of obtaining a preprofessional credential. The traditional four-year college experience—an exploratory time for students to discover their passions and test ideas and values with the help of teachers and peers—is in danger of becoming a thing of the past. In College, prominent cultural critic Andrew Delbanco offers a trenchant defense of such an education, and warns that it is becoming a privilege reserved for the relatively rich. In describing what a true college education should be, he demonstrates why making it available to as many young people as possible remains central to America's democratic promise. In a brisk and vivid historical narrative, Delbanco explains how the idea of college arose in the colonial period from the Puritan idea of the gathered church, how it struggled to survive in the nineteenth century in the shadow of the new research universities, and how, in the twentieth century, it slowly opened its doors to women, minorities, and students from low-income families. He describes the unique strengths of America’s colleges in our era of globalization and, while recognizing the growing centrality of science, technology, and vocational subjects in the curriculum, he mounts a vigorous defense of a broadly humanistic education for all. Acknowledging the serious financial, intellectual, and ethical challenges that all colleges face today, Delbanco considers what is at stake in the urgent effort to protect these venerable institutions for future generations.
Author: Sherry Grimshaw
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 20
Get Book Here
Book Description
Author: Elizabeth Shea
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 162
Get Book Here
Book Description
Author: Richard Sander
Publisher: Basic Books
ISBN: 0465030017
Category : Law
Languages : en
Pages : 370
Get Book Here
Book Description
The debate over affirmative action has raged for over four decades, with little give on either side. Most agree that it began as noble effort to jump-start racial integration; many believe it devolved into a patently unfair system of quotas and concealment. Now, with the Supreme Court set to rule on a case that could sharply curtail the use of racial preferences in American universities, law professor Richard Sander and legal journalist Stuart Taylor offer a definitive account of what affirmative action has become, showing that while the objective is laudable, the effects have been anything but. Sander and Taylor have long admired affirmative action's original goals, but after many years of studying racial preferences, they have reached a controversial but undeniable conclusion: that preferences hurt underrepresented minorities far more than they help them. At the heart of affirmative action's failure is a simple phenomenon called mismatch. Using dramatic new data and numerous interviews with affected former students and university officials of color, the authors show how racial preferences often put students in competition with far better-prepared classmates, dooming many to fall so far behind that they can never catch up. Mismatch largely explains why, even though black applicants are more likely to enter college than whites with similar backgrounds, they are far less likely to finish; why there are so few black and Hispanic professionals with science and engineering degrees and doctorates; why black law graduates fail bar exams at four times the rate of whites; and why universities accept relatively affluent minorities over working class and poor people of all races. Sander and Taylor believe it is possible to achieve the goal of racial equality in higher education, but they argue that alternative policies -- such as full public disclosure of all preferential admission policies, a focused commitment to improving socioeconomic diversity on campuses, outreach to minority communities, and a renewed focus on K-12 schooling -- will go farther in achieving that goal than preferences, while also allowing applicants to make informed decisions. Bold, controversial, and deeply researched, Mismatch calls for a renewed examination of this most divisive of social programs -- and for reforms that will help realize the ultimate goal of racial equality.
Author: Matthew J. Mayhew
Publisher: John Wiley & Sons
ISBN: 1119101972
Category : Education
Languages : en
Pages : 784
Get Book Here
Book Description
The bestselling analysis of higher education's impact, updated with the latest data How College Affects Students synthesizes over 1,800 individual research investigations to provide a deeper understanding of how the undergraduate experience affects student populations. Volume 3 contains the findings accumulated between 2002 and 2013, covering diverse aspects of college impact, including cognitive and moral development, attitudes and values, psychosocial change, educational attainment, and the economic, career, and quality of life outcomes after college. Each chapter compares current findings with those of Volumes 1 and 2 (covering 1967 to 2001) and highlights the extent of agreement and disagreement in research findings over the past 45 years. The structure of each chapter allows readers to understand if and how college works and, of equal importance, for whom does it work. This book is an invaluable resource for administrators, faculty, policymakers, and student affairs practitioners, and provides key insight into the impact of their work. Higher education is under more intense scrutiny than ever before, and understanding its impact on students is critical for shaping the way forward. This book distills important research on a broad array of topics to provide a cohesive picture of student experiences and outcomes by: Reviewing a decade's worth of research; Comparing current findings with those of past decades; Examining a multifaceted analysis of higher education's impact; and Informing policy and practice with empirical evidence Amidst the current introspection and skepticism surrounding higher education, there is a massive body of research that must be synthesized to enhance understanding of college's effects. How College Affects Students compiles, organizes, and distills this information in one place, and makes it available to research and practitioner audiences; Volume 3 provides insight on the past decade, with the expert analysis characteristic of this seminal work.
Author: Dana Ziter
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 54
Get Book Here
Book Description
Many higher education institutions have implemented protocols for students on academic probation, a status generally triggered by a grade point average (GPA) of below 2.0. For this study, the effects of the revision of a previously created protocol for working with such students at the University of Connecticut was examined. The revised protocol was crafted based on the use of a combination of academic advising models combined with theories in student development and success. The hypotheses were that the revision of the probation protocol would generate positive growth in probation student GPA along with a decrease in submitted academic dismissal appeals. Undergraduate students on probation and enrolled in two consecutive academic years were analyzed. Students in the first cohort had received the original protocol, whereas students in the second cohort received the revised protocol. Using a difference in discontinuity (RD) research design, results demonstrated that, among those right at the cutoff, being labeled for academic probation status showed a slight, but consistent increase in GPA growth. The difference in discontinuities did not present a statistically significant difference between the groups that experienced different probation protocols. However, a decrease in the number of students subject to academic dismissal, along with a decreased number of submitted academic dismissal appeals was evident. The results of this study highlight the importance of periodically reviewing and updating academic probation protocols to provide more effective means to help this vulnerable population of college students achieve success and reach graduation.
Author: Yesenia Castellon
Publisher:
ISBN:
Category :
Languages : en
Pages : 176
Get Book Here
Book Description
Community colleges serve as an accessible educational pathway for nontraditional students to achieve their educational goals. However, while California community colleges provide access to higher education, completion rates remain low. As a response, California passed several policy changes to address low completion rates and directed community colleges to create an infrastructure to increase retention and graduation rates. Yet, policy changes also limited access to financial aid for students on academic probation and further created barriers for these same students. Nonetheless, community colleges must increase retention and completion rates, including for students on academic probation, to fulfill future employment gaps. Review of the literature on student retention and persistence suggests the importance of student integration to the college, yet resources are limited for students on academic probation. Because most of the interaction with the college happens in the classroom, this study intended to explore from the student perspective, how faculty-student interactions influence student persistence for students on academic probation. This qualitative study captured five community college students on or previously on academic probation and their experiences with faculty. Participants were asked in a semi-structured interview, questions around (1) general and formal and informal faculty-student interactions, (2) student expectations, (3) faculty mattering, (4) other resources. Responses were analyzed and themed to identify patterns and draw conclusions. Some conclusions were drawn. 1) Recent policy changes removing financial assistance from students on academic probation may impact student persistence. The impact of these changes have not been documented and further research is needed. 2) Students perceive faculty as important to their academic success but do not use faculty to cope while on academic probation. Thus, faculty-student interaction is not a direct predictor of student persistence. 3) Faculty and student roles and educational norms are engrained; students did not expect faculty to reach out to them rather students felt they needed to reach out to the faculty member. 4) Students were engaged with the institution at some level; caring staff, learning community, student employment or used on-campus resources. 5) Students showed resiliency and took an active role in their academic probation status and persisted. 6) Educational leaders must act in transformational ways by analyzing policy and implementing practices that integrates students to the institution.
Author: Harry J. Holzer
Publisher: Brookings Institution Press
ISBN: 0815730225
Category : Business & Economics
Languages : en
Pages : 163
Get Book Here
Book Description
Practical solutions for improving higher education opportunities for disadvantaged students Too many disadvantaged college students in America do not complete their coursework or receive any college credential, while others earn degrees or certificates with little labor market value. Large numbers of these students also struggle to pay for college, and some incur debts that they have difficulty repaying. The authors provide a new review of the causes of these problems and offer promising policy solutions. The circumstances affecting disadvantaged students stem both from issues on the individual side, such as weak academic preparation and financial pressures, and from institutional failures. Low-income students disproportionately attend schools that are underfunded and have weak performance incentives, contributing to unsatisfactory outcomes for many students. Some solutions, including better financial aid or academic supports, target individual students. Other solutions, such as stronger linkages between coursework and the labor market and more structured paths through the curriculum, are aimed at institutional reforms. All students, and particularly those from disadvantaged backgrounds, also need better and varied pathways both to college and directly to the job market, beginning in high school. We can improve college outcomes, but must also acknowledge that we must make hard choices and face difficult tradeoffs in the process. While no single policy is guaranteed to greatly improve college and career outcomes, implementing a number of evidence-based policies and programs together has the potential to improve these outcomes substantially.
