Opportunity Program Counselors’ Perspectives on Factors Affecting Student Retention and Attrition

Current higher education trends show that while college enrollment is increasing, attrition rates are also on the rise. Literature on the topics of current college enrollment and completion data, college readiness, education policy, and the factors affecting retention was reviewed with a focus on differences in education rates based on race/ethnicity and socioeconomic status. A phenomenological study was completed to gain an understanding of the factors affecting the college retention of students in educational opportunity programs. These findings would serve to increase the postsecondary knowledge and college readiness of high school students at the researcher’s internship site. The qualitative method of conducting focus groups was utilized to gather perspectives from Educational Opportunity Program (EOP) and Higher Educational Opportunity Program (HEOP) counselors and directors on the topic of student retention. The results indicated five main categories of factors affecting retention rates: academic, financial, personal, familial, and health. Similarities were observed among five postsecondary institutions on perspectives regarding college readiness, program components, and the strengths of students in opportunity programs. Conclusions on postsecondary experience and college readiness are included. It is recommended that increased intervention and support services be provided for college-bound high school students, those transitioning to college, and those already enrolled. STUDENT RETENTION AND ATTRITION 5 Opportunity Program Counselors’ Perspectives on Factors Affecting Student Retention and Attrition Postsecondary education has become a path that many students pursue, for both those entering directly upon high school graduation and adult students returning to the academic setting. National rates indicate that enrollment has been increasing for the past few decades, specifically with the number of students entering college growing from 15.3 million to 21.0 million between 2000 and 2010 (U.S. Department of Education [USDOE], 2012). These numbers should show promise for our country, as obtaining a college degree improves one’s financial standing, overall health and well-being, and returns to society (ACT, Inc., 2012; CollegeBoard, 2004). Unfortunately, due to current attrition trends this will not be true for the 21.0 million students enrolling in college. The number of students who return to their postsecondary institution after their first year is between 55 and 69%, with the range of differences resulting from the type of institution (ACT, Inc., 2010). Private, four-year colleges have the highest rate of retaining students but these numbers are still dismal. Consequently, many students depart before obtaining a degree. What is causing the increase in college enrollment and decline in retention? The purpose of this phenomenological study was to investigate the factors that negatively impact students’ ability to reach college degree completion. The results would be used to better prepare college-bound high school students for their transitions to college and subsequent college careers. This study is important as the findings can be used to increase college readiness and limit the number of students attending college but failing to graduate. The participants of this study were counselors and directors from opportunity programs on five college campuses. These knowledgeable professionals have the potential to obtain the STUDENT RETENTION AND ATTRITION 6 most detailed information on why students depart. Although the focus groups were centered around discussions on the experiences of students in opportunity programs, the counselors shared perspectives on attrition and retention that apply to regularly admitted students as well. There were certain limitations to this study, the first being that the data collected was anecdotal. The research method does not allow the findings to be generalizable, as all higher education professionals may not agree upon the EOP/HEOP counselors’ perspectives on the factors affecting student retention. Another limitation is that the researcher personally led the focus group discussions and participant anonymity was compromised. The major finding resulting from the research is that the intervention and support services found in opportunity programs should be offered to all students if improving retention and graduation rates are institutional and national goals. Recommendations for continued research are identified and explored due to the limitations of the study and the importance of this research