Browsing by Subject "student retention and persistence rates"

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Academic bridge programs
(Routledge, 2018) Arendale, David R.; Lee, Nue Lor
Bridge programs ease the transition of students from secondary education to postsecondary institutions. They are customized to assist a particular subpopulation of students to be successful. They were originally created for students with high rates of academic difficulty and withdrawal than the general student population. Then, the focus of most bridge programs was academic preparation for increased academic rigor of college. In recent years, a variety of purposes have been added: meet the needs of culturally diverse students who are underrepresented in college, increase student success in particular college degree programs, and increase the number of students who aspire and are prepared for college. Bridge programs range from an intensive program of coordinated courses and noncredit learning experiences to a single academic term course or a workshop lasting a day or two.
Effect of administrative placement and fidelity of implementation of the model on effectiveness of Supplemental Instruction programs
(University of Missouri-Kansas City, 2001) Arendale, David R.
This research investigated variables that may influence the effectiveness of the Supplemental Instruction learning assistance and enrichment program at the University of Missouri-Kansas City and other U.S. postsecondary institutions. Study number one analyzed variables related to academic performance of University of Missouri-Kansas City students (mean final course grades, the rate of course withdrawal, and rate of persistence). Study number two investigated variables at 735 U.S. postsecondary institutions related to the academic performance of students and satisfaction level with the campus Supplemental Instruction program. Independent variables included: administrative placement of the SI program unit (academic affairs, student affairs, or other), age of the SI program, fidelity of the program to SI program activity constructs (SI Supervisor involvement, SI Leader involvement, SI Leader training, institutional involvement), and four dependent variables (mean final course grades, mean percent of D and F final course grades and course withdrawals, mean percentage of students who participate in the program, and satisfaction level with the program). Besides the quantitative studies, an extensive review of the literature regarding the history of developmental education and learning assistance programs in the United States produced six discernable historical phases. Supplemental Instruction was placed within this social context in American history. The appendix includes an extensive annotated bibliography of 450 publications and other media types published by authors worldwide related to Supplemental Instruction. Study number one found a positive correlation between higher academic achievement and persistence rates with the independent variables of SI attendance and measures of precollegiate academic achievement. The entire known population of 735 Supplemental Instruction programs within the United States was selected for study number two. There were statistically significant positive correlations with three of the four program activity constructs (SI Supervisor Involvement, SI Leader Involvement, and SI Leader training) and the effectiveness of the program regarding improved student outcomes and higher satisfaction ratings by the campus administrators who supervised the program. There were no statistically significant differences between the different program administrative placement locations and the dependent variables. Implications from this research include identification of key activities within the program that should be observed to maximize program effectiveness for the institution and participating students.
Enhancing student access and retention
(Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2000) Arendale, David R.; Casazza, Martha; Highbee, Jeanne L; Stahl, Norm
The goals of developmental education include promoting educational opportunity through efforts that enhance both access and retention. Although the measures taken and the issues related to access and retention may overlap, they are not synonymous and must be addressed separately. Defining access is more complicated than it might appear. Traditionally, access has been viewed as opening the door to postsecondary education. With the proliferation of public community colleges and technical institutions in many states, some educators and legislators alike have assumed that the problem of access has been addressed because relatively low-cost programs are available to anyone with a high school diploma or its equivalent. However, numerous other issues related to access are overlooked.
EOA best practices clearinghouse directory 2018 (4th ed.).
(Educational Opportunity Association and the University of Minnesota, 2018) Arendale, David R.
(Purpose) The purpose of this directory was to identify, describe, and evaluate evidence that the education practices improve academic performance, close the achievement gap, and improve persistence towards graduation for low-income, first-generation, and historically-underrepresented 6th grade through college students. (Method) The sample for the directory was derived from TRIO and GEAR UP professionals located in the upper Midwest region that are affiliated with the Educational Opportunity Association (EOA). EOA and the Department of Curriculum and Instruction at the University of Minnesota created a clearinghouse to disseminate evidence-based practical activities and approaches to improve success of students who are low-income, first-generation, and historically-underrepresented in education. The administrative and education best practices in this publication have been reviewed and approved by multiple members of an external expert panel of qualified reviewers. Each practice has been approved as promising, validated, or exemplary based on the level of evidence supporting it. The rigorous standards applied during the review process are similar to previous national evaluation efforts by the U.S. Department of Education (Results) The approved education practices of this 353 page directory represent each of the five major federally-funded TRIO and GEAR UP programs: (a) Educational Talent Search, “Emergency Field Trip Contingency Plan”, “Program Policies and Procedures Handbook”, “Peer Coaching Handbook”, “Academic Improvement Plan”, “Middle School Summer Curriculum”, (b) Upward Bound, “Upward Bound Senior College Exploration”, “Study Hall Days at a College Campus”, “Podcasting Academic and Career Counseling”, “Academic Advising Management System”, and “Planning Effective Campus Visits”; (c) Educational Opportunity Centers, “Coaching TRIO Students”, “Right Start to College Seminar for Adults”, and “Post service Assessment Tool”; (d) Disability Services, “Access College Today Program”; (e) Student Support Services, “Creating Global Experiences for College Students”, “Advising Syllabus”, “Integrated Approach to the First Year Experience”, “Horizons Study Abroad Experience”, “Procedures for a Study Abroad Program”, “Evaluation Tools for a Study Abroad Program”, “Integrated Learning Course”, “Tutoring for Students with Disabilities”, and “Tutor Training and Professional Development”; (f) Ronald E. McNair Postbaccalaureate Achievement, “McWrite: Developing Scholarly Writing Skills”; and (g) GEAR UP, “High School Financial Literacy Curriculum”. (Implications) Rather than looking to others for solutions, the federally-funded TRIO and GEAR-UP grant programs have the expertise needed to solve vexing problems with student success. These programs are incubators of best education practices that can be implemented elsewhere. Detailed information is provided about the education practice purposes, educational theories that guide it, curriculum outlines, resources needed for implementation, evaluation process, and contact information. Educators need to investigate these education practices to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement, closing the achievement gap, increasing persistence to graduation, and meeting the needs of culturally-diverse and historically-underrepresented students. (Additional Materials) Appended to the directory are: (1) Profiles of TRIO and GEAR UP Programs with Best Practices; (2) EOA Clearinghouse External Expert Panelists; and (3) Procedures for Evaluation of Submissions to the EOA Clearinghouse.
Increasing the efficiency and effectiveness of learning for first year students through Supplemental Instruction
(National Association for Developmental Education and National Center for the Study of the First Year Experience and Students in Transition, 1998) Arendale, David R.
Developmental educators have a historic opportunity to reinvent themselves as resources for the entire campus -- students and faculty alike -- in partnering with the new enriched learning environment. The learning process must be expanded beyond the traditional classroom walls. Additional partners must be added to the learning environment. The Supplemental Instruction (SI) program serves as a catalyst for an improved and effective learning environment. SI is flexible to meet the learning needs of students and compliment an enriched learning environment managed by the classroom professor. Through its use, the efficiency and effectiveness of learning can be improved.
Mainstreaming of Developmental Education: Supplemental Instruction and Video-based Supplemental Instruction
(1997) Martin, Deanna C; Arendale, David R.; Blanc, Robert
The foregoing should not be interpreted to suggest that SI is a one-size-fits-all solution to academic problems. Data suggest that the SI experience can move a student’s performance from below average to average, from average to above average, from above average to excellent. In the lower ranges of performance, it appears that participation in SI can elevate a student’s grade from sub-marginal to below average. At UMKC as at other Universities, however, practitioners have found that there are students for whom SI offers insufficient support. Typically, these students fall at or near the bottom of the fourth quartile in terms of entry-level scores and/or high school rank. SI is not scheduled often enough, nor does it have sufficient structure, breadth, or depth to meet the needs of this population. On other campuses, these students would typically be tracked into developmental courses which, for UMKC, has never been an option.
Postsecondary peer cooperative learning programs: Annotated bibliography 2018
(Unpublished manuscript, Department of Curriculum and Instruction, University of Minnesota, Minneapolis, MN, 2018) Arendale, David R.
This 2018 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally and internationally to increase student achievement. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with a review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, nearly 1,500 citations emerged concerning seven programs that met the previously mentioned selection criteria: "Accelerated Learning Groups" (ALGs), "Emerging Scholars Program" (ESP), "Peer-Assisted Learning" (PAL), "Peer-Led Team Learning" (PLTL), "Structured Learning Assistance" (SLA), "Supplemental Instruction" (SI), and "Video-based Supplemental Instruction" (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. Guidance is provided to implement best practices of peer learning programs that can improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. [This annotated bibliography is a revised and expanded version of ED565496, ED545639, ED489957, and ED574832]
Postsecondary Peer Cooperative Learning Programs: Increased Diversity, Sophistication, and Effectiveness
(National Center for Developmental Education, 2014) Arendale, David R.
Postsecondary peer cooperative learning activities often share common goals of increasing student learning and persistence towards graduation. These approaches range from simple activities created independently by individual classroom teachers to comprehensive programs adopted by many institutions in the U.S. and internationally. Since Dr. Martha Maxwell first reported on these approaches, peer-learning activities have grown in their diversity, sophistication, and effectiveness. This chapter identifies their historical development, theoretical underpinnings, key characteristics, and future areas for investigation and growth and describes best practices of the four major national models of peer learning, requirements for their successful implementation, and a critique of their utility. Dr. Maxwell and others designed increasingly sophisticated systems for the evaluation and certification of these approaches. What started as a simple strategy to help students learn more in the classroom and achieve higher grades has become an important tool to increase college graduation rates while also providing a feedback system for professional development of course instructors and those who facilitate the student peer learning groups. Peer learning groups following best practices not only increase academic engagement with and mastery of historically challenging academic content, but also build supportive learning communities. They are an important contributor to the learning ecosystem in postsecondary education.
Review of research concerning the effectiveness of Supplemental Instruction from The University of Missouri-Kansas City and other institutions from across the United States
(Institutes for Learning Assistance Professionals, 2001) Arendale, David R.
Educational leaders are faced with the need to make a careful selection of academic interventions from among a field of possible choices. Part of the criticism of the developmental education and learning assistance field is that it is difficult to find programs that have regular programs of rigorous evaluation. The most prevalent program on most college campuses are individual tutoring programs. In a review of the professional literature concerning tutoring, Maxwell (1990) made the following observations: some studies find that high ability or more experienced students benefit most from tutoring (p. 2); it is rare for studies to show that tutored students improved their grades (p. 2); and that there is no evidence that tutoring helps the weakest students (p. 4). Since SI is one academic treatment that is academically beneficial and attracts students in nearly equal percentages from different ethnicities and previous academic achievement levels, the institution may be able to reduce expenses since they do not have to maintain duplicate programs for each student subpopulation. It appears that no other student academic support program has the wide appeal with a research-based strategy for learning and success.
Review of research on Supplemental Instruction
(National Resource Center for The First Year Experience and Students in Transition, 1992) Martin, Deanna C; Arendale, David R.
Validation by U.S. Department of Education of SI's Effectiveness, Research Methodology for Study of SI Claims of Effectiveness, Higher Grades and Lowered Rates of Course Withdrawals, Increased Rates of Persistence and Graduation Rates, Effectiveness with Students of Differing Academic Preparation, Effectiveness with Students of Differing Ethnicities, and Long Range Significance of College Graduation
Supplemental Instruction in the first college year
(National Resource Center for The First Year Experience and Students in Transition, 1992) Martin, Deanna C; Arendale, David R.
SI as a Continuation of First Year Experience Programs, Focus on High-Risk First Year Classes, SI is Helpful for a Variety of Student Subpopulations, Theoretical Framework for First Year Student Programming, SI Facilitates Development of Community, SI Facilitates Student Involvement with the Institution, SI Facilitates Academic and Social Integration, Research on Affective and Cognitive Development, and Supports Collaborative Learning
Supplemental Instruction: Improving first-year student success in high risk courses (2nd ed.)
(National Resource Center for The First Year Experience, 1992) Martin, Deanna C; Arendale, David R.
The Supplemental Instruction (SI) program of the University of Missouri-Kansas City addresses attrition by providing academic support in courses that are high risk for students. The program contains a number of innovative features, for example, high-risk courses are identified instead of high-risk students, and everyone in those courses is offered assistance; student participation in small group sessions is voluntary, and evaluation goes beyond student and faculty satisfaction surveys and includes actual rates of institutional change. Small group sessions incorporate such features as informal quizzes, group discussion, test question prediction, review of previous examinations, restructuring of classroom lecture notes, and other activities. The key people in the program are the SI leaders, who are presented as students of the subject of the course. As such, they present an appropriate model of thinking, organization, and mastery of the discipline. SI leaders attend all class sessions, take notes, read all assigned material, and conduct small group sessions. The SI program has been certified as an Exemplary Educational Program by the United States Department of Education, and has received National Diffusion Network funding. This paper describes program development, specific goals and objectives, results and outcomes for students and/or the institution, and potential for adaption by other institutions.
Understanding the Supplemental Instruction model
(1992) Martin, Deanna C; Arendale, David R.
It has been nearly two decades since Supplemental Instruction first appeared in higher education. After starting at the University of Missouri-Kansas City in 1973, it has been implemented at a variety of institutions across the U.S. and around the world. Borrowing ideas from developmental psychology, SI has attempted to encourage students to become actively involved in their own learning. By integrating appropriate study skill with the review of the course content, students begin to understand how to use the learning strategies they have heard about from teachers and advisors. As new educational theories and practices have surfaced, the SI model has been adapted to incorporate the best in educational research. With the increasing diversity of today's college students and the advent of alternative admission programs, the student body is continuing its evolution into a heterogeneous group reflective of American society. The popular and professional literature often carries articles decrying the poor academic preparation level of students and/or poor quality of teaching by classroom professors. Few solutions have been offered that work. From our point of view, the matter is moot. Many professors have tenure and colleges need all the students that they can recruit. Rather than blaming either of the two parties, strategies must be developed that allow for students to succeed while ensuring that academic standards are maintained, if not strengthened. SI, as one component, can help contribute to an overall institutional plan for student success.

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