Why Retention?

by Amanda Blakewood

Recently there has been buzz around the word retention as it relates to college students. The attention is warranted, as more students leave college than graduate with a degree (Tinto, 1993). The question, then, is why is this important? How are university stakeholders affected when students prematurely exit an institution? Perhaps the most obvious concern is for the students. Students leaving college without a degree reap severe consequences. Difficulties may include decreased occupational, monetary, and societal rewards. In a competitive market, lack of a college degree ­certainly complicates the ability to secure such rewards. While students may suffer the most direct effects of attrition, they are not the only ones who incur losses. Today’s parents, sometimes referred to as “helicopter parents,” are concerned about securing a future for their child and often remain financially invested in the success of their student. For insti­tutions, the consequences are no less severe. Universities have a vested interest in student success; without students, there is no university. Moreover, the loss of students results in lost funding; less money means limited resources, and the spiral continues downward.

Taken together, these trends underscore the importance of accountability, another buzzword in the academy. Generally, accountability refers to the fact that institutions have responsibility for student outcomes. Retention and degree attainment are part of the call for accountability. In a recent issue of The Chronicle of Higher Education, 77 percent of trustees agreed that universities should be held accountable for student success. While the consequences associated with student retention are unambiguous, there is still a need for research to identify the causes for departure and, more importantly, plausible solutions to one of education’s most vexing problems.

Articles

• Retention Main
• To Stay or to Leave?
• Why Retention?
• Key Findings
• Best Practices
• References

Special Points of Interest

• In 2005, the first to second year retention rate at UT was 81.7%
• In 2005, approximately 13% of first-year students were placed on academic review after their first term
• Findings from the First-Year Survey suggest that, on average, UT students are “satisfied” with their college experience
• Findings are consistent with UT responses on the NSSE 2007; however, UT students are less satisfied than students at our peer institutions