College/University Dropout Rate

However, despite this effort it has only been recently that research has been conducted to comprehensively evaluate these newly developed programs. The need for continuing evaluation of retention programs has been stressed by Bedford and Durkee (1989) because, as the authors have noted, it is only in this way that educators can eventually arrive at a full and complete understanding of the variables that reduce student attrition and make for effective programs of retention.

Retention at private colleges is especially crucial because attrition often means a severe drop in operating expenses. Moreover, this drop means that monies which had previously been allocated for operating expenses must now be withdrawn and put into efforts to recruit new students. Therefore, the need for evaluative research on the retention programs of private colleges is perhaps even more imperative than the need for this kind of research by colleges in general.

This study's research problem was to evaluate the effectiveness of retention programs at the 27 private

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eiving the letter) than in the comparison group (a group of students of the same academic status who did not receive the letter from the advisor), by the end of the fourth semester follow-up, retention was the same for both groups. Similarly, no significant differences were observed in the two groups' grade point averages. 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 be undeclared majors were given only one academic year before they were given the option of either declaring a major or leaving the university. Also, students were
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Approximate Word count = 9504
Approximate Pages = 38 (250 words per page)