Student Retention. The faculty and administration agree that the faculty, without diminishing their professional commitment to their subject fields, have a lead responsibility to assist with the retention of students in their classes. It is expected that the faculty will work with student support services, provided by the College, to maximize student retention.
Student Retention. The Company shall undertake logistical and basic technical support to retain Students through completion of the Distance Programs.
Student Retention. A retention working group will be convened to identify student behaviours and any additional student characteristics other than low participation neighbourhood that are associated with greater risk of withdrawal. A system will then be developed within existing provision to identify and proactively direct students identified as being at risk of withdrawal to the appropriate support professionals. Both phases of this new activity have been identified as milestones. Referrals and outcomes will be monitored once the service has been put in place.
Student Retention. A range of short and medium term measures is already in place to evaluate student support strategy and activity, and these are summarised in Table 6.0 (Appendix 1). The University also submits an annual report on care-leavers to the Xxxxx Xxxxxx Trust to ensure we continue to meet Quality Mark requirements. An evaluation strategy will be built into the new retention measures that we intend to put in place to encourage students that we identify as being at increased risk of withdrawal to access the support that they might need. The evaluation strategy will monitor the rate of uptake and outcomes of targeted support.
Student Retention. Graduation Alliance shall provide all Students, non-instructional support to promote course-to-course progression. Graduation Alliance shall assign each Student a Coach. Coaches shall communicate with Students via phone, email, or SMS to review and encourage progress through the Student’s program of study, resolve issues, refer Students to applicable resources at the Institution, and provide additional support and encouragement. Coaches shall be available during normal business hours, Monday through Friday, excluding US holidays. Coaches may also be available during non-standard hours and on weekends, at the Coach’s sole discretion. Coaches shall successfully complete a criminal background check prior to any interaction with Students. Graduation Alliance does not inform any Institution office about a Student’s withdrawal from a program of study.
Student Retention. Retention Rate Retention rate, Pell Grant Recipients
Student Retention. Strong retention of students grade after grade is critical to our success as a school—not only from an enrollment standpoint but also for our academic program. Enrollment confirmation for the following year begins in March of each school year. During the enrollment-confirmation period, the xxxx of family and community engagement as well as teachers and other administrators make contact with each family to confirm enrollment for the next year. If families aren’t sure about reenrollment, this provides a great opportunity to discuss issues or barriers to reenrollment and attempt to resolve those issues. Although most families respond promptly to enrollment- confirmation requests, the school uses multiple methods to ensure all families have the opportunity to confirm enrollment before our external marketing and potential lottery go into effect. Additionally, families complete a family survey twice a year to provide input and feedback on UPA’s program. This is an opportunity for the school to identify any issues or barriers families are having with the program and work to resolve those quickly, well before enrollment confirmation begins. We also implement an advisory system in which each staff member is assigned a small advisory group. Staff members are responsible for communicating regularly with their advisee families. This close and consistent relationship between one staff member and one family helps us ensure that we develop strong relationships with each family so that families feels connected and heard by the school staff. We have found that these relationships support student retention year over year. We directly recruit new students in all grade levels each year. Our recruitment strategy for new students is documented in our Student Recruitment Strategic Plan, which is authored each January. Our primary recruitment strategies include encouraging word-of-mouth marketing by incentivizing current students and families to recruit their acquaintances, direct mailings to families on the Columbus City Schools district directory, door-to-door canvassing, cold calling, and informational flyer drops at local organizations and businesses. UPA completed a renovation project in 2019 that converted the gym into three distinct spaces: a special-education space, a culture office, and a flex space that can be used for multiple purposes, such as a science lab. In 2021, the school purchased an adjacent gymnasium. A renovation of the gym and a connector between the main b...
Student Retention. ● Annually, at least 85% of students enrolled on October 1 will be re-enrolled the following year, as measured by the percent of students who leave the school for reasons other than moving out of the enrollment zone.
Student Retention. We have a strong student retention record which we attribute to our: • embedded personal and academic tutoring; • contextualised study support (one-to-one, workshops, embedded in the curriculum, embedded ASK advisors); • emerging peer assisted learning scheme • close working with our Student Wellbeing Service (and our mental health advisors); • school/departmental disability officers network and community of practice; • Xxxx transition mentors for all UG students, as well as academic mentors and social mentors for students with disabilities • campus environment and first year hall accommodation; • vibrant Students’ Union whose wealth of activities, clubs and societies xxxxxx a sense of belonging to the University and allows students to form alternative support networks; • advice and guidance provided by the Students’ Union officers with responsibility specifically for: disabled students, mature students and XXXX students. In order to ensure that we continue to effectively support all our students, we have reaffirmed our commitment to personal tutoring which has been demonstrated to be successful in supporting student retention. We will ensure that support for retention activities and in particular for disabled students is maintained following the reduction in the Student Opportunity Allocation, which currently funds much of this work. Following the changes to DSA funding we will resource band 1 and 2 non-medical help for a number of categories of disabled students including note takers and professional, academic and social mentors We consider the Reading Bursary Scheme (awarded to eligible students throughout their programme) to be an effective retention measure. We set the bursary amount by assessing the true cost of living for students in Reading and considering the other bursary and maintenance loan amounts available as well as a modest income from part-time work. We believe that the £1,000 per year bursary replaces some supplementary financial support that students from higher household income families would expect from their families. It is clear from our outcomes based evaluation of the Reading Bursary scheme that this is an effective means of supporting students to stay on course18 therefore we will be retaining these bursaries for the foreseeable future. We have clarified that students on a placement year or a year abroad who qualify for an award will be eligible to receive the full amount of the bursary despite paying partial fees for that year. W...
Student Retention. The institution has seen a significant improvement in the HESA PI showing „projected learning outcomes‟ over the last year, where it has moved from 68.2%, well below its benchmark of 72.5%, to a position of 73.4%, which is very close to the revised benchmark of 73.7%. The institution is fully committed to building upon its success in this regard and achieving further improvements in future. It is also committed to ensuring that the outcomes from students from under-represented backgrounds are equal to those of the overall student population, with an explicit commitment to this being made in the University‟s new strategic plan.
