The Teacher's Role in Student Retention Rate
In today's society a few teachers have turned their backs on their responsibilities, creating a harsh atmosphere in which a child can not cope with. These children then begin to assert signs of frustration, depression, and bent up anger. Later in life when these students reach their first and second year of college, they are lost through no fault of there own, and quit school usually after failing their first term. Some teachers, usually misinformed, create a stereotype that suggests the first and second year college students are unmotivated, difficult, and are not serious about their education.
While some teachers believe this, the facts to support their argument undocumented. While the drop out rate of first and second year college students is on the rise, of 2,654 colleges and universities surveyed nationwide, statistics state that one out of every four students will drop out of school by their second year. The dropout rate at two- and four-year public and private schools rose from 26.2 percent last year to 26.9 percent this year, according to a report released last week by American College Testing. Those dropouts, who were interviewed, eighteen percent stated students wanted professors, rather than teaching assistants, to teach the courses. Yet the dissatisfaction with instruction was strongly correlated with social isolation, and an unfriendly staff. Thirty-seven percent also stated finical reasons were a factor as can be seen on table one on page two.
These finding do have a positive side. Given sampling error, the true college population retention rate would be in the range from 67.4 to 78.6% (p *.05, 5.6% error). Eighty-six percent of people who enter into an U of C will eventually graduate. Only three out of every four students will accomplish this task within four years though. Also, the majority of those who do drop out return to finish there degree. Those teachers who believe that they are only watching their children, create a unwelcoming atmosphere.
First and second year college students are motivated, and serious about there work. The retention rate of those who do stay in school is high, and the fact that they stay is due to teachers with welcoming warm attitudes and don't resent their jobs. Teachers who meet this requirement find that their students are more attentive and welcoming to suggestion in which can help them in the life long journey in education.
One of the main issues in the educational system is the mindset of students, especially those in poverty. Students in poverty since the, “...beginning of the Progressive Era...” have had a tendency to not put forth effort in the classroom (Hood). Cultural trends throughout twentieth and twenty-first century America has developed different philosophies on how education should be treated. The overarching theme from all time periods in America is that students in poverty tend to be less happy, less excited about school, and less invested in the future that lies ahead for them because they have no hope and optimism. According to the International Journal for Behavioral Medicine, students who have a low “...socioeconomic status [view] the future as containing more negative [experiences] than positive [experiences]”. These students are considered the trouble makers o...
This causes each student to be treated the same, which eliminates the opportunity for them to become unique individuals. As a result, each student’s potential to develop an opinion and change society for the better is removed. The significance of teaching to individuals rather than the class is further described and supported by David S. Broder. In the article “A Model for High Schools,” Broder explains that “the challenge of a tough curriculum, backed by skillful teaching in small classes and plenty of personal counseling, can be a path to success” even for high school dropouts. By using an individualistic approach, “the [Gateway to College program] has been judged a success.
In college students must learn how to manage their time, organize their schedule that meets their college and personal duties, how to be resourceful, and how to interact with people whom they never met. Before college, a variety of students already learned how to accomplish these skills, but only a few of these students are fully responsible for themselves before leaving their home. Students who are dependent are most likely to have been helped by their parents who took an overprotective or extreme interest in the life of their children. Many students do not get the help they need to become independent and being overwhelmed may lead a student to commit suicide, fail, or even drop out during college. If a student fails, his or her self-esteem can be permanently damage, and the consequences can effect an entire lifetime. Students must receive more helped by college administrators and professors and influence them to self-mange better. It is understandable that some people do not want colleges to help more because they want the students to do mista...
First Generation students, being the pioneers to join the university from their families deprives them the services of a role model. Their parents have no information about life in the university and, therefore, cannot offer guidance to their children in preparing for college or what to expect (Jehangir, 2010). The students also come from families of low economic status and survive college through hardships (Prospero, 2007). They lack sufficient funds for upkeep and cannot live the flashy lifestyles their counterparts maintain.
Ultimately, what is at stake here is the fact that parents are making excuses for students who do not want to work hard in school or are not able to handle it, therefore, parents need to stop making excuses for adults and let them decide their paths in life. If parents stop excusing their kids, then teachers can continue the challenging work for student resilience to increase. College is a privilege, not every child in the world can experience and no one said it would be easy, but no one said it was acceptable to hold each student’s hand for the ride
According to Leonhardt, many people who drop out usually plan to go back eventually to get their degrees, but very few actually do. According to “Access to Attainment”, approximately 65% of all job openings will require postsecondary education by the year 2020 and “many of the long-standing programs and policies designed to foster access no longer supports the needs of today’s students” (Miller, et al. 5). The availability of higher education to the public has greatly changed over time, and thus the system and the programs must adapt as well to continue providing the best access and opportunities possible to individuals. “….a college education matters much more now than it once did” (Leonhardt). Lower-class students coming from low-income high schools might not have the same opportunities for learning as their upper-class counterparts, and as a result they are less likely to be accepted to elite universities. The education system is beneficial for many but it is flawed as well, especially in preparing high schoolers for college, which has the potential to greatly impact their
First-generation students frequently have a feeling that they don’t belong in school. The biggest challenge of this students is psychologically because of the need of support. Most of the difficulties are lack of professional mentoring. For example often they apply to only one college because of the lack of money and information f other colleges. Many students enroll and are determine to obtain good grades but at the same time are worried because of the need of support from their mother. Some experience not owning a computer or knowing how to use them and this slows down their learning process, and are afraid to ask for help. Once they identify what they are capable to do academically they began to think everything they achieve or do would be underestimated by others. They may think teachers are going to punish them for not knowing how to solve critical thinking problems. Or by their classmates they may become socially discomfort with other students, because of the loss of personality.
Regularly, a student receives a diploma after a certain required course load is completed. On the other hand, some students can complete high school by a means of an equivalency test and receive a diploma that way. Unfortunately, each state, district, and even school uses the term dropout differently (USDE, 1996). The United States Department of Education?s National Center for Educational Statistics has stated three separate ways used to calculate the dropout rate. The first is when the percentage of students who drop out in a single year are reflected by the event rates. The second is when the status rates reflect a percentage of those students who in a certain age range have not finished high school ...
Throughout the years, the dropout rate of African Americans has increased and decreased. Many people look at black students as if they sit there and do not learn anything at all, but we do try. Some may think that the only reason the black students drop out is because of their grades, but that’s not true. Some dropout because of financial pressure, health problems, mental, emotional, and social issues, and may not have family support. “Blacks have historically been under represented for the past years” (Herndon 489).
Caroline Bird writes the statement in her 1975 article “The Case Against College (Bird 15-18)” that not every high school graduate is ready to attend college. It is 2010 and this article is still valid today. Some of the college students I have been around were not mature enough for obedience school let alone college. A few of the points she makes in the article are: College has never worked its magic for everyone. Does it make you a better person? Are colleges responsible for your children? Are my children living in a country club? I will use some of my own experiences as an example of college life, as well as examples from my daughter’s college experience, along with my nephews as well. All to find the answer to the big question: Are you ready for a college education?
Since the early 70s theorists have pondered the causes of college dropout. Generally referred to as “student attrition,” this problem has spurred numerous causal theories and theoretical models. Vincent Tinto led the research with his revolutionary 1973 study, which he later revised (1987) amid criticism from other luminaries in the field, most notably Bean, Astin, Terenzini, and Pascarella. It is on the work of these scholars (including also Tinto) that all modern research in the student attrition field is based. I found and will review in brief some of the extensive research from Tinto to the present, including the basic criticisms therein. I will further explain the steps some colleges are currently taking to counteract this increasingly important issue.
The second reason why I think people find it difficult to succeed in college is because of children. For example, children need to go to the doctor's office, or to get shots, or your children are on vacation and you're not. Even when your children get out of school for the day and they are too little to take care of themselves, this is a common problem.
Teachers help us expand and open our mind by giving us skills throughout students’ early life to help students when they are older. By learning information from teachers, students become better people, in a couple of ways. Besides inquiring knowledge from their teachers, students learn to work with one another, open their mind to other peoples’ thoughts and ideas, respect one another, and learn different techniques for life’s issues.
It seems as though the majority of college students these days aren’t looking to further their education because it’s what they really want, they do it to please their parents, to be accepted by society, or because there’s nothing else for them to do (Bird, 372). These expectations have led to students being unhappy and stressed, and have pushed them into a school or a job that they don’t particularly care for.
Whenever they feel discouraged or overwhelmed, I can motivate them to stay engaged by reminding them of the reasons they become involved in the beginning. During this time, I will even express to them the importance of not losing their passion for any task or organization, that they are committed to. I will provide a supportive atmosphere for growth by encouraging confidence to first year students, by ensuring that they can overcome and learn from failure and