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Dropouts from higher education: Toward an empirical model.

Dropping out: a study of early leavers from higher education [Research Report RR386].

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Dropout from Higher Education: A Theoretical Synthesis …

There are a lot of metrics in place that gauge the effectiveness of P-12 schooling in the U.S. and shine a particularly bright light on public schools, particularly when they are failing students. Dropout rates are just one of the factors taken into account when these numbers are calculated and tend to weigh heavily on the schools and districts who have low percentages. The same does not seem to be true once the high school years pass though. Compared to P-12 institutions, colleges and universities seemingly get a pass when it comes to college dropout rates – perhaps because in the past, higher education was considered more of a privilege and less of a right. A college dropout was simply walking away from the assumed higher quality of life that came with the degree, but still had opportunity to excel without it.

Dropouts from higher education: An interdisciplinary review and synthesis.

This document presents a review and theoretical synthesis of recent research on dropouts in higher education. The first chapter deals with defining dropouts from college, and in considering the various meanings applied to that term, suggests some needed modifications in the definition. The second chapter reviews recent data on dropouts in order to estimate both the effect of ability and social status on current rates of dropout and the degree to which rates of dropout have changed since 1965. The third and forth chapters deal respectively with the development of the basic theoretical model which seeks to explain dropout as an interactive process between the individual and the institution, and with the synthesis of recent research on dropout within that theoretical model. The fifth and final chapter utilizes the findings of the preceding two chapters in order to develop a modified definition which seeks to distinguish voluntary from nonvoluntary dropout and transfer from the permanent dropout from higher education. An extensive bibliography is included. (Author/MJM)

Dropout From Higher Education: A Theoretical Synthesis …

(1975)

The attrition rate for nontraditional students is approximately 32% . Factors that affect the retention or attrition decisions of nontraditional students are difficult to determine. The underlying problem is the difficulty in defining the typical nontraditional student. The characteristics of this population are constantly changing. Some of the characteristics of the nontraditional student that impact persistence in college include sex, marital and parental status, ethnicity, and age . Women and men experience different needs. Students with children have very different problems from students without children. Single parents have different needs from couples with children. Many ethnic groups have needs that differ from other ethnic groups. Since the majority of students attending college today meet the nontraditional definition, it behooves higher education administration and faculty to understand why students drop out of school and why they stay in school. The purpose of this paper is to discuss (a) the factors that relate to the retention and attrition of nontraditional students, and (b) the role that college administration and faculty should play in providing the necessary services for nontraditional students.

Despite the very extensive literature on dropout from higher education, much remains unknown about the nature of the dropout process. In large measure, the failure of past research to delineate more clearly the multiple characteristics of dropout can be traced to two major shortcomings; namely, inadequate atten-tion given to questions of definition and to the development of theoretical models that seek to explain, not simply to describe, the processes that bring individuals to leave institutions of higher education. With regard to the former, inadequate attention given to definition has often led researchers to lump together, under the rubric of dropout, forms of leaving behavior that are very differ-ent in character. It is not uncommon to find, for instance, research on dropout that fails to distinguish dropout resulting from academic failure from that which is the outcome of voluntary withdrawal. Nor is it uncommon to find permanent dropouts placed together with persons whose leaving may be temporary in I am indebted to my research assistant, John B. Cullen, for having made an extensive literature search and compiling summaries of the literature for me. I am also indebted to Professors Peter Moock, to John Weidman, and to an unknown reviewer for their insightful comments on an earlier draft of this paper. The work reported here overlaps to a large extent work performed for the Office of

Dropout from higher education: A theoretical synthesis …

Tinto, Vicente. 1995. “Dropout from higher education: A theoretical synthesis of recent research.” Review of Education Research 41(1):89-125.

J.P. (1980). Dropouts and turnover: The synthesis and test of a causal model of student attrition. Research in Higher Education, 12(2), 155-187.

Pascarella, E.T., & Terenzini, P.T. (1980). Predicting freshman persistence and voluntary dropout decisions from a theoretical model. Journal of Higher Education, 51, 60-75.

(1975)
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Dropout in Higher Education (Tinto) - Scribd

1, PpJ8 9-125 Dropout from Higher Education: A Theoretical Synthesis of Recent Research Vincent Tinto Teachers Columbia College University Despite the very extensive literature on dropout from higher education, much remains unknown about the nature of the dropout process.

a theoretical -model of dropout which _ would ..

In large measure, the failure of past research to delineate more clearly the multiple characteristics of dropout can be traced to two major shortcomings; namely, inadequate attention given to questions of definition and to the development of theoretical models that seek to explain, not simply to describe, the processes t h a t bring individuals to leave institutions of higher education.

the process of dropout even vnen those

Dropping out from high school is associated with negative employment and life outcomes. Young people who drop out of high school are unlikely to have the minimum skills and credentials necessary to function in today’s increasingly complex society and technology-dependent workplace. The completion of high school is usually required for accessing post-secondary education, and is a minimum requirement for most jobs. A high school diploma is associated with higher incomes and occupational status,,, , and young adults with low education and skill levels are more likely to live in poverty and to receive government assistance.,, High school dropouts are also more likely to become involved in crime., Further, dropout status has been linked with poor health, including poor mental health., Such negative outcomes, along with diminished labor force participation, exact a high economic toll on society. If the dropouts from the nation’s class of 2011 had graduated, the U.S. economy would benefit by about $154 billion dollars over their lifetimes.

Dropout in Higher Education [microform] : A Review …

As far as the colleges and universities are concerned, higher accountability should be demanded from educators, students, parents and really any Americans that want the best economy and highest-educated population. Public institutions, in particular, should be subject to restructuring or take over if dropout rates are too high. The lack of delivery on the college degree dream at many of these schools is appalling, frankly, and has gone on long enough.

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