Keeps records of students intervention processes the

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keeps records of students’ intervention processes ( The Three I’s , 2020). All of this is valuable information that can be used by higher education professionals. IV. Government Source a. Retention and graduation rates . Higher Ed Info for Virginia. (n.d.). Retrieved September 9, 2021, from - Reports. b. The State Council of Higher Education for Virginia published “Retention and Graduation Rates” to identify the history and purpose of collecting said rates. First, the article notes that graduation rates are often used to determine the quality or effectiveness of an institution ( Retention and Graduation Rates , n.d.). The history of collecting retention rates is then outlined. The first of the data was collected by the Integrated Postsecondary Education Data System; this is a mandatory survey mandated by the United States Constitution. The constitution requires that ethnic and racial data be tracked as well ( Retention and Graduation Rates , n.d.). c. The theory that most directly aligns to the “Retention and Graduation Rates” article is John Summerskill’s Personality-Based Retention Theory. John Summerskill accredits a student’s intellectual abilities and personality traits as the primary factor that enables students to meet the demands of academic programs (Levitz, 2008). At the end of “Retention and Graduation Rates,” the writers note the following: “…theoretically a student’s success and satisfaction are displayed
SOURCE ANALYSIS 9 through the student’s persistence to complete educational goals” ( Retention and Graduation Rates , n.d.). This agrees with Summerskill’s ideology that student success is primarily a direct result of the student. d. The article did not necessarily contribute to the conversation of student success, but rather, it contributed to the vital understanding of measuring student retention. For example, the article noted that it was not until the 1990s that the traditional method of determining annual student retention was defined ( Retention and Graduation Rates , n.d.). Knowing how retention rates are obtained is vital so that those in higher education can have records to refer to in order to see the changes in retention. As higher education practices change and retention rates differ, higher education professionals can refer to retention rates in order to determine when the greatest graduation rates were for college students. As a result, higher education professionals can examine why retention rates were higher and potentially alter their practices. For this reason, the article did contribute to the conversation of student success. e. The author’s intent was to outline the history and purpose of collecting student retention rates. In the 1990s, the student population became less traditional; there was an increase in students over 25 and part-time students Defining graduation rates was then redefined ( Retention and Graduation Rates , n.d.). The constitution requires that retention data be collected. First, data structures are limited, so the constitution mandates specific institutions to complete the survey.

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