Integrated Support Strategies for Promotion of Students’ Retention and Achievement During First Years of College

Beverlyn Grace-Odeleye


Persistence and increased retention is a major focus in higher educational administration. The first-years of transition to college is a multi-dimensional new academic experience, noncognitive, and social challenges, often a disorienting period which can lead to academic difficulties. This review examines the literature for strategies, institutional policies and approaches for effective retention and first-year students’ success programs supported by evidence that contributes to satisfactory student performance, persistence and retention in post-secondary education. This review aim to develop a knowledgeable perspective on higher educational integrated and collaborative guiding principles for refining student learning and success efforts for improvements in student performance, persistence, and retention. The implications for practice are discussed and recommendations for of institution-wide collaborative critical strategies supported by data proven effective for the promotion, retention and success of first-year students’ success is provided.

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International Journal of Contemporary Education

ISSN 2575-3177 (Print)   ISSN 2575-3185 (Online)

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