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2 student achieve literature review

student achieve literature review

)u++ar! $% ,+"iricall!( -ested -he$retical Pers"ectives in

theLiterature $n .$++unit! and -echnical .$llege )tudentPersiste nce/)uccess

)1.-.*arch 20072ntr$ducti$n )1.-. sta%% in su""$rt $% the w$rk $% the )tudent #chieve+ent #dvis$r! .$++ittee and)!ste+ -ask

3$rce %$r )tudent #chieve+ent 2ncentives c$nducted transcri"t asedanal!sis $% student "ersistence and success in the

4ashingt$n c$++unit! and technicalc$llege s!ste+. -his "a"er su++ari'es three the$retical "ersistence/success c$nstructsreviewed in "re"arati$n %$r

that anal!sis. -hese three "ers"ectives are atte+"ts t$ e5"lainthe relati$nshi" etween "ersistence/success and varia les descri ing students

$r their ehavi$rs $r c$llege acti$ns.-his su++ar! is %$cused $n the$ries tested thr$ugh nati$nal0 +eta( anal!sis $r $ther largescale

e+"irical research designed t$ e5a+ine the relati$nshi"s "redicted in each%ra+ew$rk. -his literature re"resents research $n c$++unit! and

technical c$llegestudents0 h$wever0 +$st $% the literature is %$cused $n $nl! a "$rti$n $% all students. )$+estudies e5a+ined students

wh$ started c$llege in their late 20s $r later in li%e0 ut +$st $% the literature e5a+ined "ersistence/success %$r students wh$ egan at a tw$(!ear c$llegewithin a

decade $% high sch$$l graduati$n. )$+e $% the research %$cused $n adult asiceducati$n $r ,)L students regardless $% age.2n this literature0

"ersistence is t!"icall! de%ined in ter+s $% students +$ving t$ the ne5tlevel in their studies 6

such as +$ving thr$ugh the levels in asic skills 6 $r sta!ing atc$llege %r$+ ter+ t$ ter+ $r !ear t$ !ear. )uccess is generall! de%ined

as c$+"letingcerti%ica tes $r degrees. )uccess in the student engage+ent research is als$ s$+eti+es ased $n student re"$rted

learning gains $r earning a high 7P#. -he$retical Pers"ectives $n Persistence and )uccess

#cade+ic +$+entu+

6
as students gain acade+ic skills and kn$wledge neededt$ succeed in their studies0

the! gain +$+entu+ that "r$"els the+ %$rwardt$ward "ersistence/success . 1ehavi$ral +easures identi%ia le in the transcri"trec$rd

(such as c$+"leting 30 c$llege(level 8uarter credits) are c$nnected t$"ersistence/succe ss.

)tudent engage+ent

6 the c$nnecti$n etween acade+ic and s$cialinv$lve+ent/i ntegrati$n and

student "ersistence/success . # c$ntr$vers! in thisliterature relates t$ whether the res"$nsi ilit! %$r integrati$n lies with the student$r the instituti$n.

)tudent entr! characteristics

6
ackgr$und characteristics such as %irstgenerati$n

student $r the need %$r re+ediati$n related t$ "ersistence/success .

2# se"arate $d! $% literature e5a+ines the e%%ectiveness $% the "ersistence/success strategies and "ractices that c$lleges e+"l$!. -his

9 est "ractices literature is reviewedelsewhere . -w$ ke! s$urces $

% 9 est "ractices research are:

Reviews0 case studies and acti$n %ra+ew$rks devel$"ed !

:$el(Levit' (htt"s://www.n$ell evit'.c$+/Pa"ers;a nd;Research/Pa"er s/Pa"ers.ht+ ).

Paths t$ Persistence:

#n #nal!sis $% Research $n Pr$gra+ ,%%ectiveness at.$++unit! .$lleges !

-h$+as R. 1aile! and *ariana #l%$ns$ 0 .$++unit!.$lleg e Research .enter0 -eachers .$llege0 .$lu+ ia &niversit!

V$lu+e <0:u+ er 10 =anuar! 200>.htt"://www.lu +ina%$undati$n.$r g/"u licati$ns/Path st$Persistence."d% 2s there a reas$n %$r c$ncern regarding student

achieve+ent? :ati$nal studies $% asicskills students have %$und that hal% dr$" $ut e%$re the ter+ ends (in less than 10 weeks) (#la+"rese0 200>).

2n 4ashingt$n and nati$nwide a $ut 7> "ercent $% high sch$$lgraduates enr$ll in c$llege within three !ears $% graduati$n. @es"ite this high c$llege(g$ing rate0

the rate at which students c$+"lete en$ugh c$llege t$ earn a certi%icate $rdegree is l$w. # recent nati$nal anal!sis $% the high sch$$l class $% 1AA2 (#del+an0

200B)%$und that ! C.> !ears a%ter high sch$$l:

B $ut $% 10 students wh$ attended c$llege did n$t c$+"lete a

certi%icate0 ass$ciatedegree $r higherD

1 $ut $% C wh$ had attended s$+e c$llege 8uit e%$re $r at the ti+e the!

earned 1>8uarter credits. #cade+ic *$+entu+

6
L$$king at the .$llege -ranscri"t 1ehavi$rs $% students during

high sch$$l and c$llege are regarded as uilding0 +aintaining $r l$sing 9acade+ic +$+entu+

6 the acade+ic skills and kn$wledge needed t$ "r$"el%urther achieve+ent in studies. -his "ers"ective ste+s %r$+ decades $%

l$$king at$ serva le (in the transcri"t) acade+ic student ehavi$r in ter+s $% the c$urses taken0 theirintensit! $% enr$ll+ent (h$w

+an! credits earned within a s"eci%ied ti+e %ra+e) andc$ntinuit! $% enr$ll+ent %r$+ !ear(t$(!ear. -he chie% data s$urce is the student

transcri"tsas c$llected %$r several large nati$nal l$ngitudinal data ases. -he transcri"ts include th$se%r$+ students attending

c$++unit! and technical c$lleges0 including th$se wh$ dela!edc$llege g$ing until their +id 20s. .li%% #del+an0 veteran researcher %$r+erl!

$% the &.).@e"art+ent $% ,ducati$n0 devel$"ed the acade+ic +$+entu+ "ers"ective ased $n the@e"art+ent $% ,ducati$n sta%%

review $% the nati$nal data ases.)tudents wh$ gain acade+ic +$+entu+ have a higher likelih$$d $% re+aining in c$llege$r achieving a degree $r

certi%icate generall! irres"ective $% ackgr$und characteristics0and with$ut regard t$ issues $% s$cial $r acade+ic integrati$n.

)tr$ngl! ass$ciated with"ersistence/suc cess are increased credits c$+"leted0 higher grades earned in the %irst !ear0and %ewer withdrawn $r re"eated c$urses

thr$ugh$ut enr$ll+ent 6 all transcri"t( asedin%$r+ati$n. #+$ng the chie% %indings are (#del+an0 1AAA0 20030 200<):

-he acade+ic +$+entu+ students ring %$rward %r$+ high sch$$l has a greaterin%luence $n

degree c$+"leti$n than an! $ther "re( c$llegiate $r de+$gra"hic %act$r.#dditi$nall!0 +$+entu+ g$es ack even %urther than high sch$$l. 2% students d$ n$t

3attain grade level "r$%iciencies E "articularl! in +ath and reading E

! the eighth grade0the! are +uch less likel! t$ ac8uire the needed skills in high sch$$l.

,arning

credits in c$llege( level +ath in the %irst tw$ !ears $% c$llege uilds+$+entu+.

3ailing t$ earn 30 8uarter credits

in each !ear $% c$llege leads t$ a l$ss $% +$+entu+.

Faving 12 8uarter credits thr$ugh a dual

enr$ll+ent "r$gra+ (R) %$r e5a+"le)0which the research c$unts as e%$re starting c$llege0 uilds +$+entu+.

)tudents entering c$llege right a%ter high sch$$l rather than dela!ing enr$ll+ent+$re

than a !ear0 uild +$+entu+.

1eing c$ntinu$usl! enr$lled (that is n$t st$""ing $ut +$re

than t$tal $% 2 8uarters0e5clusive $% su++er) uilds +$+entu+.

# rising trend in grades

uilds +$+entu+.

4ithdrawing $r re"eating 20 "ercent $% c$urses l$ses +$+entu+ (cuts degreechances in

hal%).:$te that these %indings "red$+inatel! relate t$ student ehavi$rs in the %irst !ear $% c$llege. #nal!si s t$ date indicates that acade+ic

+$+entu+ gained in a $ut the %irst !ear$% c$llege e5"lains the ulk $% the di%%erences in student "ersistence and success (#del+an0200<D

.hen0 200>). 4hen researchers %irst c$nsider these ehavi$ral +easures0 ackgr$u nd characteristics such as race0 ethnicit!0 and %irst generati$n c$llege(

g$ingt!"icall! are %$und t$ acc$unt %$r little $r n$ne $% the di%%erences in student"ersistence/ success.2+"licati$n s %$r #cti$n: -he e+"irical testing $% this c$nstruct has

een li+ited t$students at the "re(c$llege (re+edial) and c$llege(level $nl!0 and als$ li+ited t$ th$se wh$start c$llege within a decade $% last

attending high sch$$l. 3$r th$se students0 the researchsuggests that c$lleges %$cus $n increasing acade+ic +$+entu+ uilding ehavi$rs

a+$ngstudents. -he research als$ suggests that c$lleges sh$uld in%$r+ students a $ut success%ul acade+ic ehavi$rs (getting thr$ugh th$se

9+$+entu+ "$ints ). .$lleges and s!ste+ssh$uld create instituti$nal structures that rein%$rce acade+ic ehavi$rs that uild

acade+ic+$+entu +0 and structures that "reclude the ehavi$rs that result in l$ss $% +$+entu+. )tudent ,ngage+ent Literature

# large $d! $% the$r! and research underlies the c$nclusi$n that there is a "$sitiverelati$nshi" etween student engage+ent and student learning

and "ersistence (#stin01AC>D Pace0 1ACBD -int$0 1AA3D Pascarella G -eren'ini0 200>). -his "ers"ective generall!de%ines success as sel%( re"$rted student

learning $r r$adening $% "ers"ectives. He!c$nce"ts are:

)tudent learning (success)

is a %uncti$n $% a studentIs level $% acade+ic and s$cial inv$lve+ent with the instituti$nal envir$n+entD

2nstituti$ns can in%luence the 8ualit! $% e%%$rt students "ut int$ their inv$lve+ent andthus their "$tential %$r successD

-he e5tent t$ which students share values and n$r+s $% $ther individuals in theinstituti$n i+"acts "ersistence in c$llege.

B,5tensive research ties student engage+ent t$ student success when de%ined as sel%(re"$rted student learning0 higher 7P#s $r

c$+"leti$n $% degrees $r certi%icates. 4hile+uch $% the e+"irical student engage+ent research has een c$nducted in accalaureateinstit

uti$ns0 a recent large scale stud! %$und that r$ad +easures $% student engage+ent are"redictive $% "ersistence and success at

c$++unit! and technical c$lleges (*c.lenne! and*arti0 200<). -he stud! %$und that that the .$++unit! .$llege )urve! $% )tudent,ngage+en

t (..)),) ench+arks (see #""endi5 @ in *c.lenne! and *arti %$rde%initi$ns) 9

#ctive and .$lla $rative Learning 0 9 )tudent ,%%$rt and

9 )u""$rt %$rLearning were the +$st c$nsistent "redict$rs $% %irst t$ sec$nd ter+ and %irst t$ sec$nd!ear

"ersistence. 2n regard t$ student success (sel%( re"$rted learning gains) the ..)), ench+ark s 9

#ctive and .$lla $rative Learning 0 and 9 #cade+ic .hallenge

were +$st"redictive. 7P# was %$und t$ e c$nsistentl! related t$ higher levels $% engage+ent in 9

#cade+ic and .$lla $rative Learning 0 9 )tudent ,%%$rt and

9 #cade+ic .hallenge. Jther acade+ic gains were si+ilarl! related t$ the ench+arks that %$cus directl!

$nc$ursew$rk.7ive n the u i8uit! $% the c$nnecti$n etween 9 #cade+ic and .$lla $rative Learning

t$"ersistence/succe ss it is hel"%ul t$ l$$k +$re cl$sel! at this c$nstruct. -he #ctive and.$lla $rative Learning ench+ark is c$+"$sed $% seven

surve! ite+s each +easured $n a%$ur ite+ res"$nse scale ( :ever0 )$+eti+es0 J%ten0 Ver! J%ten ):

#sked 8uesti$ns in class $r c$ntri uted t$ class discussi$nsD

*ade a class "resentati$nD

4$rked with $ther students $n "r$Kects during classD

4$rked with class+ates $utside

$% class t$ "re"are class assign+entsD

-ut$red $r taught $ther students ("aid $r v$luntar!)D

Partici"ated in a c$++unit!( ased "r$Kect as a "art $% a regular c$urseD

@iscussed ideas %r$+ readings $r classes with $thers

$utside $% class (students0 %a+il!+e+ ers0 c$(w$rkers0 etc.).-he research in adult asic educati$n als$ included this student

engage+ent "ers"ective0es"ecia ll! the active and c$lla $rative learning "ers"ective which has een %$und t$i+"r$ve student "ersistence and

skill gain in asic skills "r$gra+s $r ,)L "r$gra+s.2ndividua l Res"$nsi ilit! as J""$sed t$ 2nstituti$nal Res"$nsi ilit!: Jne $% the

c$n%lictsa+$ng th$se wh$ e5a+ine issues $% student engage+ent relates t$ whether +$re $% theres"$nsi ilit! %$r student/instituti$n integrati$n $r %it

sh$uld %all t$ the instituti$n than t$the student (Rend$n0 =al$+$0 and :$ra0 2000). Recent studies have %$und greater success%$r students at s$+e %$r "r$%it

instituti$ns kn$wn %$r strea+lining the "r$cess %$r thestudent as c$nsu+ers (@eil( #+en and R$sen au+0 2003)0 than at "u lic c$++unit!c$lleges

. -his anal!sis calls int$ 8u esti$n whether itIs the student wh$ need s t$ eintegrated int$ c$llege0 $r the instituti$n that needs

trans%$r+ati$n t$ %it t$da!Is student. .all %$r instituti$nal trans%$r+ati$n: R ead$n (200<) argues that understanding 9success

%$r underserved students re8uires a dee"ened c$nsci$usness $% educati$nal and s$cial ine8ualities and s"eci%icall! the assu+"ti$n that

s$+e students d$ n$t 9%it the c$llege envir$n+ent. Rather0 she calls $n c$lleges t$ 9 e engaged in

trans%$r+ing their acade+ic

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