Understanding Retention Theory: Key Studies & Insights

Retention Theory Timeline Department of Education, Liberty University EDUC665: Student Support Services & Retention

1937 College Student Mortality Texas Woman's University Fine Arts Building, 1937 - Side 1 of 1 - The Portal to Texas History (unt.edu) • In 1937, John H. McNeely conducted a study on college student dropout rates, focusing on various factors such as demographics, time to finish degrees, and reasons for leaving. • The research explored how institutional size, gender, age at admission, home location, extracurricular activities, and part-time work influenced attrition (Berger et al., 2012). McNeely also assessed academic performance and credit hours to understand support levels for degree completion. • The study's term “college student mortality” refers to students who leave college without graduating, which is crucial for evaluating higher education effectiveness. • The research aimed to identify dropout rates, graduation timelines, student transfers, reasons for dropout, and factors impacting persistence, academic performance, and dropout rates. • While smaller collegiate institutions were underrepresented in the study, the results are expected to provide insights into student mortality nationwide. • The study included 25 universities nationwide, offering a diverse representation of students and institutions (McNeely, n.d.).

1962 Personality-Based Retention • John Summerskill’s 1962 study delves into the relationship between students' personality traits and their perseverance in higher education (Berger et al., 2012). • He explores why some students persist in their studies while others withdraw, particularly following a surge in college enrollments post-1944. • Summerskill highlights the significance of behaviors, attitudes, and satisfaction in determining academic success and decisions related to staying in school. • He advocates for a holistic approach to researching retention, recognizing the various elements influencing student outcomes. • Additionally, Summerskill emphasizes the crucial role of colleges in fostering student well-being to enhance retention rates. • He challenges the notion that institutional prestige solely influences retention rates, illustrating how institutions prioritizing student welfare can outperform even prestigious universities in retention rates. Students seated in a lecture class ca. 1969-1970 – Al umni News & Events (uwgb.edu)

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1975 The Institutional Departure Model • Vincent Tinto's 1975 model highlights the critical role of first-year students' social transition in college success. Strong relationships formed during this period are key. • According to Tinto's theory, students leave college for academic or social reasons. Academic excellence and active social engagement are vital for success (Berger et al., 2012). The interplay between academic performance and social ties influences students' decisions to stay in college. • Tinto views dropping out as a process shaped by students' interactions, changing commitments, and experiences. Clear definitions and robust frameworks are essential to understanding student departure effectively. Vagueness in definitions can impact educational strategies and support networks. • Tinto's work offers valuable insights into dropout rates and emphasizes the importance of strong theoretical foundations in higher education. Upward Bound: Class of 1975 | Wittenberg University

1980 Student Involvement Theory • During the 1980s, Alexander Astin presented a theory of college student development that was centered on the idea of involvement, "the student's level of physical and psychological investment in their academic experience." (Spinks, 2017) • Astin introduced student engagement theory, emphasizing active participation in academic and extracurricular activities to enhance the educational experience. He aimed to improve student retention by creating an inclusive campus environment. • His theory, proposed in 1984, emphasizes that students learn effectively through academic studies and social interactions in college. It focuses on understanding student motivation and behavior. • According to Astin, students have a crucial role in engagement levels to earn a degree by participating in classes, extracurricular activities, and social events. The quality and quantity of engagement significantly affect personal and educational growth. • Genuine engagement requires substantial energy in academics, relationships, and activities. Educators should prioritize instructional methods, student motivation, and engagement levels for an enriched learning experience. 1980s :: College History :: About Us :: Northwest College :: P owell, Wyoming USA (nwc.edu)

1985 Dropout Syndrome Model • In 1985, John Bean developed the "Dropout Syndrome Model" to explore why college students leave school. This model evaluates how academic, social, and personal factors influence students' decisions, including intentions to quit and discussions of leaving and dropping out (Bean, 1985). • Bean's research differs from Vincent Tinto's model by highlighting factors such as student family background, initial goals, and academic performance. The study emphasizes that students play an active role in shaping their college experiences. • College instructors can use a variety of viewpoints to comprehend the interactions between college students and their institutional environments (Schuh, 2016). • Through path analysis, researchers demonstrated that specific variables significantly impact the dropout syndrome. • Peers are vital in helping students adjust to college life, affecting their likelihood of leaving (Bean, 1985). The research analyzes the interaction between socialization and selection effects on college students, underscoring the need for educational institutions to grasp these dynamics to effectively reduce dropout rates. Rise in UK university dropout rate ‘disappointing’ | Times Higher Educati on (THE)

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1993 Student Retention Integrated Model • In 1993, Cabrera, Nora, and Casteneda created the Student Retention Integrated Model by combining Tinto's Student Integration Model and Bean's Student Attrition Model (Cabrera et al., 1993). This consolidated approach considers academic, social, and environmental elements and students' commitments to their educational institution, all of which impact college persistence. By uniting these perspectives, this model provides a holistic view of the factors influencing student retention. Essential Components: 1. College Dropout Model (CDM): This model concentrates on students who exit college before completing their programs and seeks to uncover the reasons behind their departure. 2. Student Attrition Model (SAM): Examines the factors leading students to leave higher education institutions, analyzing academic and non-academic influences on retention rates. 3. Student Integration Model (SIM): This model emphasizes the importance of integrating students into the academic and social aspects of the institution to enhance their chances of persistence. 4. Student Mortality Model (SMM): Investigates the phenomenon of students leaving higher education prematurely due to financial, academic, or personal challenges. These frameworks deepen our comprehension of student retention dynamics, assisting institutions in promoting student achievement by addressing academic, socio-economic, and institutional variables (Cabrera et al., 1993).

1999 Rethinking the First Year of College • In 1999, Vincent Tinto underlined the significance of boosting student achievement during the initial year of college by establishing cohesive learning atmospheres. • Tinto proposed that conventional, unconnected courses impeded students' interaction with faculty, staff, and peers (Tinto, 1999). • He advocated for forming learning communities that engage students, instructors, and peers in collaborative activities tied to the curriculum. • Tinto outlined seven primary factors contributing to student attrition: alignment, academic hurdles, financial constraints, objectives, dedication, academic workload, and environmental adaptation (Tinto, 1999). • His perspectives on retention and promoting encouraging learning environments extend beyond academia, underscoring the importance of interconnected educational settings for student empowerment.

2001 The No Child Left Behind Act • The No Child Left Behind Act aimed to reduce educational inequalities by enhancing student results from kindergarten to 12th grade. • As Thomas S. Dee (2011) stated, states must create systems that hold all public schools accountable, concentrating on narrowing the disparities in academic success. • The legislation underscored the importance of providing support early on and helping students who are at risk, ultimately impacting higher education through programs that aid in student retention and address inequities related to race and economic standing to promote fairness in student achievement (Dee, T. S., 2011). No Child Left Behind is dead. But have states learned from it? -

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2005 Covey's Integrated Theoretical Model • Stephen Covey introduced a systematic approach for individuals and groups to handle complexities effectively. The framework comprises ethical behavior, adherence to fundamental principles, and applying the seven habits. • The “inside-out” tenet of the Covey model holds that change originates within each of us and eventually finds its way outside (Peek, 2023). • The seven habits are a practical guide for personal development and success, involving proactive actions, task prioritization, promoting mutual benefits, empathy, collaboration, and continuous self-improvement. • Covey's Comprehensive Theoretical Structure advocates for a holistic approach to modifying behavior by combining elements from various theories. • According to Covey, to succeed, we must transform our habits and identity because our behaviors are a product of prior conditioning (Peek, 2023). • Nonetheless, these viewpoints and frameworks have a critical thing in common: they all contend that personal and environmental factors are major influences on how pupils behave (Schuh, 2016). Premium Photo | The start and goal - business chalkboard concept (freepik.com)

2012 Braxton’s Theory • John M. Braxton's theory explores the link between students' sense of belonging and persistence in higher education. It emphasizes the significance of academic and social integration for fostering this belonging. • Academic integration involves learning, faculty interactions, and field association. Social integration entails engaging with peers, campus groups, and extracurricular activities to cultivate a sense of community. • According to Braxton, adapting Vincent Tinto's theory underscores initial commitment factors influenced by family background, individual traits, and pre-college experiences (Braxton et al., 2000). • Social integration is vital in determining a student's connection to college. Empirical assessments by Braxton, Anna Shaw Sullivan, and Jeffrey F. Milem supported Tinto's theory, highlighting the importance of entry characteristics, initial commitment, and social integration (Braxton et al., 2000). • Braxton's insights provide institutions with essential guidance to enhance student retention and success by acknowledging and addressing factors influencing student departure. Belonging and Inclusion with the VIBE™ Maturity Model | Workday US

Reference • Bean, J. P. (1985). Interaction Effects Based on Class Level in an Explanatory Model of College Student Dropout Syndrome. American Educational Research Journal , 22 (1), 35–64. https://doi.org/10.2307/1162986 • Berger, J. B., Blanco, & G. & Lyon, S. (2012). Past to Present: A Historical Look at Retention. In A. Seidman (Ed.), College Student Retention: Formula for Student Success (pp. 7-34). Lanham, MD: Rowman & Littlefield . • Braxton, J. M., Milem, J. F., & Sullivan, A. S. (2000). The influence of active learning on the college student departure process. The Journal of Higher Education , 71 (5), 569–590. https://doi.org/10.1080/00221546.2000.11778853 • Cabrera, A. F., Nora, A., & Castaneda, M. B. (1993). College Persistence: Structural Equations Modeling Test of an Integrated Model of Student Retention. The Journal of Higher Education. , 64 (2). https://doi.org/10.2307/2960026 • Dee, T. S., & Jacob, B. (2011). The Impact of No Child Left Behind on Student Achievement. Journal of Policy Analysis and Management , 30 (3), 418–446. http://www.jstor.org/stable/23018959 • McNeely, J. H. (n.d.). Project in Research in Universities: College Student Mortality. Bulletin, 1937, No. 11. https://eric.ed.gov/?id=ED542540 • Peek, S. (2023, June 22). Management Theory of Stephen Covey . business.com. https://www.business.com/articles/management-theory-of-stephen-covey/ • Schuh, J. H., Jones, S. R., & Torres, V. (Eds.). (2016). Student services : A handbook for the profession . John Wiley & Sons, Incorporated. • Spinks, R. K. (2017). Leadership Rowan: Impact on student development of self-authorship. In Theses and Dissertations . https://core.ac.uk/download/214463146.pdf • Tinto, V. (1999). Taking Retention Seriously: Rethinking the First Year of College. NACADA Journal. , 19 (2), 5–9. https://doi.org/10.12930/0271-9517-19.2.5

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Retention Theory Timeline

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