Abstract
Student retention is a primary concern for community colleges since retention rates at the community college are unquestionably lower than retention rates at four-year institutions. First-generation college students are a high-risk student group of particular concern, because they make up over thirty percent of the undergraduate population and are two times more likely to exit college at the end of the first year of enrollment when compared to students whose parent or parents have a bachelor’s degree. The results of this study indicate that neither prescriptive advising nor developmental advising made a significant difference in student retention or graduation rates and demonstrates the need for exploring more targeted academic advising interventions to improve first generation student success.
Recommended Citation
Morgan, Valarie A. and Pannel, Mary Bess
(2022)
"The Effectiveness of Developmental Academic Advising as a Retention Intervention for First-Generation Community College Students,"
Journal of Academic Underperformance: Vol. 1:
Iss.
1, Article 2.
Available at:
https://egrove.olemiss.edu/jau/vol1/iss1/2
Included in
Academic Advising Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons
