Improving the Graduation Rate in Colleges

  • Uncategorized

Improvingthe Graduation Rate in Colleges

Improvingthe Graduation Rate in Colleges

Research showsonly slightly more than a half of the First-Time-In-College (FTIC)students graduate from college. Education is the future of thesociety. Therefore, it should raise alarm bells when 47% of FTICfails to graduate from college (Pervin, Reik &amp Dalrymple, 2015).According to surveys, the pay structure depends on the educationlevels. Therefore, people with a college diploma will earn morecompared to those with a high school diploma. In addition, there isa relationship between the education status of the parent and thepossibility of their children graduating. In other words, childrenfrom families with high education levels have higher chances ofgraduating compared to those from low education status (Wagner,2014).&nbsp Notably, the intellect gained by college students isutilized in the economic development of the country and improving thegeneral welfare of the society. The reasons discussed above showeducation is crucial for the future of the nations. The essay willgive a proposal on steps that can be taken to increase collegegraduation rates.

Improving thegraduation rates is not an easy task and requires commitment. Forexample, the high levels of turnover of the college presidents makethe implementation of the laid agenda impossible. Therefore, there isa need to institute some consistency in the application of theprograms aimed at increasing graduation rates (Tough, 2014).Importantly, stakeholders should be aware that implementation of theprogram will be a slow process and the measurable outcomes may onlybe visible after several years. Therefore, the management should becommitted to the program for the long haul. The results will notappear in the first two or three years. The following steps may beundertaken by institutions to improve the college graduation rates.

The firstcrucial step is to help students select the correct major. If astudent takes up a course that is too demanding for them, they willabandon it along the way. On the other hand, if a major matches thecapabilities of a student, the chance of them graduating is high.Institutions should highlight critical courses students shouldsatisfy each term to pursue a given course (Pervin, Reik &ampDalrymple, 2015). In the cases where the students fail the vitalcourses, the registration of the student in the course should be puton hold.

Consequently,the student should engage an academic advisor. The interactions mayhelp the advisor establish what happened and give advice to thestudent on how to proceed. For instance, a student undertaking amajor in accounting should do well in calculus as a critical course.In the case of failure, the alternatives would be for the student toretake the mathematics course. In addition, the student can exploreother majors (Pervin, Reik &amp Dalrymple, 2015).&nbsp Therefore,the advisor has to identify the strengths of the student andrecommend majors that suit the abilities of the student. Primarily,the role of the academic advisor is to monitor the performance of thestudent and offer appropriate advice on which career goals to pursue.

The second stepis to establish a form of contact with every student. In the era ofinformation technology, communication has improved considerably.Therefore, the platforms can be built through social media sites suchas Facebook, Twitter or email. The purpose of the contact system isto create a feeling of free interactions between the institutionmanagement and the students (Tough, 2014). In addition, the systemallows the management to make necessary communications to thestudents. For example, the leadership can send congratulatorymessages to the students who improve their average grade. Equally,concern messages can be sent to students who drop their average scoreby a quarter of a point (0.25). The message should be inquiring onwhether the student is okay. Other steps may be taken to addresschallenges faced by students who show a marked drop in their averagegrade (above 2.0). Therefore, monitoring of the performance of thestudent is central in instituting interventions that may help improvetheir performance (Wagner, 2014). Students who are congratulated aremotivated to do even better. The approach will ensure, challengesthat may lead a student to leave college are identified early andmitigation measures applied to limit any damage to the academic lifeof every student. The method encourages supportive learning, wherestudents are assisted in finishing college and graduate.

The third actionthat may be undertaken to improve the rate of graduation is theevaluation of the residence of the students. A study shows theresidence of the students affect their performance and chances ofgraduating. For example, students who live within the college showbetter academic performance compared to their counterparts livingoutside the campus. Mostly, the environment of the student mayencourage learning or discourage it (Tough, 2014). The environmentwithin the school promotes formation of small learning communities.Study show students who join the communities have more commitment tothe academics and are less deviant. Therefore, colleges should takeinitiatives of ensuring the residence of the students promoteslearning.

The fourthaction that college may take is to create interests groups among thefreshmen. The first year in college is significant in shaping thecareer of the student. The management should pay particularattention to this group. One approach is to allow students who sharesimilar interests to form small groups. The groups can be taughttogether, but notably, the groups allow the students to share theiraspirations and dreams. Students within the group support each othersocially and academically (Tough, 2014). The groups may be helped toselect mentors. For example, high achieving senior students within amajor can give valuable advises to the freshman interests groups. Inaddition, the top students can be used as the role models for thegroups. Seminars and workshops may be organized to allow the exchangebetween the groups and the role models. The groups may choosespecific names to define their characters and visions. If themanagement gives proper support, there is no doubt. Students groupsmay considerably increase the rate of graduation.

In conclusion,American college students face several challenges today. Somestudents fail to graduate due to high college fees. Others fall intodrug addiction and so on. Actions can be taken by the leadership ofthe institutions to help students graduate. Some of the steps includegiving career guidance to the students so that they can selectcourses they are naturally gifted. In addition, the institution canoffer financial aid to students with challenges. However, the mostcrucial step is to monitor the performance of the students.Monitoring allows raising red flag when the performance is goingdown. In addition, it allows students who are performing well to beencouraged.

References

Pervin Lawrence, Reik Louis, &amp Dalrymple Willard. (2015).&nbspThecollege dropout and the utilization of talent. PrincetonUniversity Press. ISBN: 9780691650425

Tough, Paul (2014). Who gets to graduate.&nbspThe New York Times.https://www.nytimes.com/2014/05/18/magazine/who-gets-to-graduate.html

Wagner, Toney. (2014).&nbspThe Global Achievement Gap: Why EvenOur Best Schools DonÕt Teach the New Survival Skills Our ChildrenNeedÑand What We Can Do About It. Basic Books.http://www.progressivewomensalliance.org/images/2009_05.pdf