Early Identification of Dropout-Prone Students and Early Intervention Strategies to Improve Student Retention at a Private University

• Main Author: Bray, Carolyn Scott
• Other Authors: Miller, Bob W.
• Format: Others
• Language: English
• Published: North Texas State University 1985
• Subjects: college freshman students; dropout-prone students; intervention counseling; student retention; Hardin-Simmons University > Freshmen.; College attendance > Texas > Abilene.; College dropouts > Texas > Abilene.
• Online Access: https://digital.library.unt.edu/ark:/67531/metadc331697/

The problem of this study was first year student retention at a private university. The purpose of the study was to identify high risk students (dropout prone) by use of the Stratil Counseling Inventory -_ College Form (SCI-C) in order to initiate early intervention counseling and advising. Intrusive counseling was started within the first six weeks of the 1984 fall semester to facilitate the students' transition to college. The population of the study was first-time full-time freshmen students in attendance at Freshmen Orientation the week prior to the beginning of the 1984 academic year. SCI-C instrument consisted of six scales designed to elicit attrition-related information about the firsttime, freshmen students. The scales identified students who were in need of assistance, and they provided a profile of their problem areas. This information, available within ten days after the beginning of classes enabled Student Development personnel to select the students out of the freshman class who needed help and to refer them to university resources for assistance. The conclusions drawn from the analysis of the SCI-C data were: (1) students who needed assistance to integrate into the academic and social envrionment of the university were identified by the SCI-C; (2) students at Hardin-Simmons University value adult/student relationship outside of the classroom; (3) attitudes of caring service creates a "staying environment;1* (4) although the SCI-C indicates students' interests in support services, not all students who request assistance, avail themselves of the opportunities provided for them; (5) a relationship seems to exist between the intervention strategies provided particular freshmen and their succesful performance in the classroom (CPA of 1.60 or greater) and their persistence at the university for their second year; (6) the SCI-C provides attrition-related counseling information about students rather than predicting college academic success; and (7) the SCI-C i s a valid instrument to use to facilitate student retention at Hardin-Simmons University,