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Learning Retention Programs

Cloud states that these consequences, in turn, will affect American business and industry who need an increasing pool of well educated men and women.

The foregoing point has also been made by Nunez-Wormack (1989) who stated that America's economic future depends upon the ability of educators to keep minorities in school both at the high school and the college level. As she puts it:

Demographic trends indicate that the economy will be dependent on the contributions of minority workers who will comprise 60 percent of the labor force. (p.23)

When one considers that minorities do not comprise all of the college attrition but that rather attrition is also composed of a substantial number of white students (and that the baby-boom being over, student enrollment itself is decreasing), it can be seen that the development and implementation of effective retention programs are imperative. Thus, such programs will not only affect those students who might have made a decision to leave college by improving their lives in general, they will also greatly benefit American business and industry.

Based on the foregoing findings, Boyd (1990) concluded that intervention by advisors in the form of a letter needed supplementation interventions (e.g. diagnostic and prescriptive interviews) if post-admission guidance in the form of a written letter was to be effective on a long-term basis. In other words, merely sending a letter was not effective.

Aseltine and Albert (1990) discussed the admissions management program of California State Polytechnic University. This program severely restricted the number of students who were allowed to enroll as undeclared majors. Specifically, only first-time freshmen could enter the university without a major. Transfer students had to declare a major at application. Further, those that were allowed to


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Learning Retention Programs. (1969, December 31). In Retrieved 02:01, August 17, 2017, from
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