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Integrated Support Strategies for Promotion of Students’ Retention and Achievement During First Years of College

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  • Beverlyn Grace-Odeleye

Abstract

Persistence and increased retention is a major focus in higher educational administration. The first-years of transition to college is a multi-dimensional new academic experience, noncognitive, and social challenges, often a disorienting period which can lead to academic difficulties. This review examines the literature for strategies, institutional policies and approaches for effective retention and first-year students’ success programs supported by evidence that contributes to satisfactory student performance, persistence and retention in post-secondary education. This review aim to develop a knowledgeable perspective on higher educational integrated and collaborative guiding principles for refining student learning and success efforts for improvements in student performance, persistence, and retention. The implications for practice are discussed and recommendations for of institution-wide collaborative critical strategies supported by data proven effective for the promotion, retention and success of first-year students’ success is provided.

Suggested Citation

  • Beverlyn Grace-Odeleye, 2020. "Integrated Support Strategies for Promotion of Students’ Retention and Achievement During First Years of College," International Journal of Contemporary Education, Redfame publishing, vol. 3(1), pages 9-22, April.
    • Handle: RePEc:rfa:ijcejl:v:3:y:2020:i:1:p:9-22
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    References listed on IDEAS

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    1. Steven Yamarik, 2007. "Does Cooperative Learning Improve Student Learning Outcomes?," The Journal of Economic Education, Taylor & Francis Journals, vol. 38(3), pages 259-277, July.
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    More about this item

    JEL classification:

    • R00 - Urban, Rural, Regional, Real Estate, and Transportation Economics - - General - - - General
    • Z0 - Other Special Topics - - General

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