The Effects of an Academic Rehabilitation Program on College Academic Probation Students 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 an Academic Rehabilitation Program on College Academic Probation Students PDF full book. Access full book title The Effects of an Academic Rehabilitation Program on College Academic Probation Students by Sterling Ray Church. Download full books in PDF and EPUB format.
Author: Sterling Ray Church
Publisher:
ISBN:
Category :
Languages : en
Pages : 226
Get Book Here
Book Description
Author: Sterling Ray Church
Publisher:
ISBN:
Category :
Languages : en
Pages : 226
Get Book Here
Book Description
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: 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: 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: Shelley Marie McGrath
Publisher:
ISBN:
Category :
Languages : en
Pages : 326
Get Book Here
Book Description
With increasing external and internal pressure to increase retention and graduation rates in select colleges along with increasing numbers of college-going populations over time, student affairs professionals have responded with a variety of programs to support students' transition to college. This study sought to examine freshman students in science majors went on academic probation at the end of their first semester. If these students did not raise their GPAs quickly, they faced academic dismissal from the institution. Consequently, the institution would not be able to retain them, and ultimately, they would not graduate. Managerial professionals at the institution created, implemented, and evaluated an intervention in the form of a success course for these students to help get them back on track, retain them, and ultimately graduate from the institution. The literatures drawn upon for this study included retention theory, probationary student behaviors and attitudes, interventions, success courses, fear appeal theories, academic capitalism, and institutional isomorphism. The study employed tests including chi-square, logistic regressions, and differences-in-differences fixed effects regressions to identify the differences and effects on performance, persistence, and graduation rates of the treatment and comparison groups. The findings of this study showed significant differences between the persistence and graduation rates of the treatment and control groups, and regression effects showed a short-term causal effect on performance as well as significant likelihoods of persisting and graduating within four or five years. Recommendations for further improvements to interventions are discussed in the final chapter.
Author: Agnes Eisaghalian
Publisher:
ISBN:
Category :
Languages : en
Pages : 133
Get Book Here
Book Description
Academic probation is virtually every institution's challenge, but it is the most under-researched policy practiced at most community colleges. The objective of this study is to evaluate the impact of academic probation transcript labeling on students' retention. Literature on college retention identifies the circumstances that improve retention, which mostly occurs during the first-year experience in college. Therefore, this study aims to study early characteristics of first-year Glendale Community College students on academic probation. Public community colleges have 25 percent of first-time freshmen placed on academic probation. Thus, the purpose of this study is to draw attention to academic probation policy and how that serves the students and the academic record without an intervention. The study examines academic probation students' retention by using logistic regression analysis to estimate the probability of a binary response (retained or not retained) based on students' characteristic predictors (or independent) variables. The data is collected from students' college applications-prior to Fall 2014 application submission of students' attendance which also identifies the freshmen background characteristics. The student data is categorized into those who did and did not persist during the second-year Spring 2016 semester. An analysis is conducted and reported to identify what are the common pre-enrollment background characteristics of those students. The results specify that academic probation is not a statistically significant finding, which indicates that being placed on probation neither helps nor hurts student retention. Another important finding related to retention is students' unit load during each semester. Part-time unit load is significant towards students' retention. Students are most likely to retain if their enrollment status is full-time. With GPA being an important factor in retention, the study indicates that for each single point that a GPA increases, the probability of retention (outcome) is increased by about 14.4 percent. Also, students are 2.6 percent less likely to retain (when holding GPA as a factor). Holding both GPA and probation status constant, older students are less likely to be retained (the probability decreasing by about 1.4 percent with each additional year of age). Armenian and Middle Eastern students are more likely to be retained than White students (the comparison category). The probabilities are about 0.23 and 0.20 for Armenian and Middle Eastern students, respectively. Other important results indicate that remedial course-work is unrelated to retention, and that only the lowest-level remedial course-taking is related (decreases) the probability of retention, and that ESL coursework is related to retention positively. This implies that student language skills are likely to be important in retention and that ESL courses likely formalize the skills required to be successful. If the policy of probation is to support students' academic achievement and ultimately retention and completion of community college, then based on this study's findings, probation does not impact retention in college. As a result, a large number of these students need a support system.
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: Sherry Grimshaw
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 20
Get Book Here
Book Description
Author: Susan Clarkson Repp
Publisher:
ISBN:
Category : College attendance
Languages : en
Pages : 222
Get Book Here
Book Description
Author: Cherie Dickey
Publisher:
ISBN: 9781321276763
Category : College attendance
Languages : en
Pages : 144
Get Book Here
Book Description
Abstract: Students who find themselves on academic probation first entered the door to community college with the hope of attaining a degree or skills for a better life. The purpose of this study was to examine the effectiveness of intrusive academic advising services to assist in the retention of community college students on academic probation (n = 1,336) at one community college. An embedded quasi-experimental design was used to test an intrusive academic advising intervention that predicted that participation would increase student retention. Qualitative data, collected through open-ended, pre/post survey questions allowed students to share their perceptions and attitudes of the intrusive academic probation advising intervention. The findings revealed that academic probation students struggled with procrastination, time management, and study skills, and they did not have sufficient knowledge about campus resources to access them. The findings also indicated that the students who participated in the workshop (n = 125) were 8.6 times more likely to be retained than those who did not participate (n = 1,211). Based on the results, recommendations are made for college policy changes, practices, and further studies of this population.
