Arendale, David R.2018-09-262018-09-261996Arendale, D. R. (1996). Frontloaded academic support: Supplemental Instruction in two-year colleges. Unpublished manuscript. Department of Postsecondary Teaching and Learning, University of Minnesota, Minneapolis, MN. Available online: http://www.arendale.org/storage/pdf-documents/peer/SI2YR.pdfhttps://hdl.handle.net/11299/200401The first year of college has always presented challenges to both students and institutions. For students, it is one of life's most critical transitions. In fact, the most critical period for first time students is during the initial six weeks of their first semester in college. This is the time most likely for the student to drop out (Blanc, DeBuhr, and Martin, 1983; Noel, Levitz, Saluri, and Associates, 1985). The student attrition rate of nearly 50 percent for the first year college student is a national trend among two-year institutions with open admission policies (American College Testing Program, 1993). This attrition rate has increased over the past decade (Tinto, 1993). For students who begin their academic careers at two-year colleges, the transfer rate to senior institutions is often disappointing. For example, the transfer rate for minority students in California community colleges is between five and 10 percent. Nearly 90 percent of minority students enrolled in college in California are in community colleges (Conciatore, 1991,p. 24).encollege studentsstudent achievementhigher and postsecondary educationpedagogypeer assisted learningpeer assisted learningpostsecondary peer cooperative learning groupsdevelopmental educationlearning assistanceWorking Paper