Study Overview
Students withdraw from college for a variety of reasons, with rising tuition costs often cited prominently.
Yet academic struggles remain a major cause for many.
Students with cumulative GPAs below 2.0 typically find themselves on academic probation, and failing to improve can lead to dismissal.
Past research has indicated that colleges often lack the frameworks needed for reinstating students post-dismissal, complicating efforts to adjust readmission policies and develop tailored support programs.
In this study, surveys and interviews were conducted with community college students to explore the factors motivating their return to school and the support systems that played a crucial role.
Insights from Students
Data revealed that students’ college readiness, which was determined by their high school experience, did not necessarily translate into success in higher education.
Although many respondents reported completing rigorous preparatory courses—like Advanced Placement classes—only 40 percent pursued developmental coursework during college.
Interestingly, a substantial number of participants, approximately half, were classified as “downward transfers,” with 45 percent having attended a four-year college earlier and 41 percent having that experience at some stage.
Around 75 percent of these students embarked on their college journey within three months of finishing high school or obtaining a GED, and half participated in a first-year seminar.
Among those who faced academic dismissal, 43 percent attempted to appeal the decision right away, whereas a third took a break of a year or more before returning.
Significantly, 67 percent of these students cited a major life event as the primary reason for their declining grades, with factors such as the death of a loved one (26 percent), illness (24 percent), childbirth (17 percent), relocation (11 percent), exposure to violence (8 percent), job loss (7 percent), or marital troubles (6 percent) being common.
Practical Implications
Through interviews, researchers identified five critical factors impacting students’ academic dismissal and their potential for progress:
- College Readiness: The shift from high school to college often presented challenges.
Students expressed the need for more structure and community in their new environment, highlighting essential skills like note-taking, study techniques, time management, and self-assessment as key to their success upon re-entry.
- Pivotal Life Events: For many, academic dismissal served as a significant turning point, prompting a reevaluation of personal goals.
Those who worked during their time away from school reflected on their experiences, helping to foster self-evaluation as part of the re-admission process.
- Quality of Instruction: Positive relationships with faculty members played a critical role in students’ success upon their return.
Instructors who created engaging, interactive learning environments were particularly noted for their effectiveness.
Participants recognized overcoming difficulties with learning strategies, such as metacognition, as something they needed to improve.
- Academic Resilience: Students who returned after dismissal often demonstrated qualities such as a growth mindset, clearly defined goals, determination, and personal accountability.
They exhibited notable resilience in the face of setbacks, actively pursuing solutions by reaching out to peers, tutors, or professors.
- Guidance and Support: Each participant acknowledged the significant role that specialized advising played in helping them navigate the complexities of the appeal process and make informed decisions about courses and majors.
These supportive interactions bolstered positive help-seeking behaviors and diminished feelings of uncertainty.
In conclusion, while the research outlines common traits among students returning from academic dismissal, there remains a strong need for further investigation into the repercussions of academic probation, the impact of time taken away following dismissal, and the differences between those who withdrew voluntarily and those dismissed.
College administrators are urged to enhance their appeal processes by fostering stronger connections between students and faculty, rather than relying on a generic reinstatement procedure.
Crafting individualized, institution-specific policies can act as vital support mechanisms for students, allowing them to pause, seek help, and reevaluate their academic journeys.
Ultimately, the study calls for a more nuanced approach to dismissal policies that recognizes the diverse factors influencing students’ academic success while linking dismissal outcomes to available support systems.
Source: Insidehighered