The Syracuse Stay In School Partnership Project, an alternative to the deficit-remedial dropout intervention model, is described in this report. The collaborative project undertaken by district middle schools and Syracuse University (New York) is based on an inclusive approach to dropout prevention, seeking to modify the school experience for…

Youngstown State University (Ohio) established a full-cost renewable scholarship for 40 students annually who maintain a 3.5 or higher grade point average. The program is described, including results of the first three years' recruitment, first-year academic requirements, cocurricular activities, community service component, scholarship renewal,…

Scientific Knowledge for Indian Learning and Leadership (SKILL) was implemented by South Dakota School of Mines and Technology in 1990 to improve the college readiness of American Indian students in math and science. Over 2,000 Indian students have participated in SKILL's academic-year programs, elementary summer programs, 4-week residential…

A study found college honors (n=231) and nonhonors (n=709) first-year students were similar in extracurricular interests, educational objectives, and some study habits; they reported differences in most other areas. Findings have implications for advising both groups, such as placement of emphasis on format of academic courses, orientation to…

This report examines the second and third years of the Chelsea-Boston University (BU) partnership in which BU manages the Chelsea, Massachusetts, school system. The report summarizes the activities of the partnership (begun in 1989), examines the impact of key players and events, and evaluates BU's impact on Chelsea to date. The partnership's…

The project's objectives included: (1) increasing the enrollment and retention of academically talented students in teacher education programs at Kentucky State University (KSU), and (2) enhancing communication and collaboration between the university and key stakeholders in the community (parents and business, education, and policy leaders). The…

This report reviews the literature on high-risk students at the higher education level in terms of the following questions: are high-risk students and nontraditional students the same? what is the impact of high-risk students on institutions of higher education? are high-risk students treated differently in elementary and secondary schools? do…

This report discusses the proposed Grad*Star Program (a Women's Educational Equity Act Program) to deal with the extremely serious dropout program in Northern Kentucky. Housed at the University of Kentucky, it examines such factors as poor economic conditions, large numbers of women and households headed by women that exist below the poverty…

To spur English teachers to change their attitudes and methods in dealing with nonnative English speaking students, this autobiographical account by a Chicana woman describes how English teachers caused her to feel insecurity, frustration, and embarrassment about her use of language. Among the problems the author describes are her suffering at…

Research was conducted to improve applicant selection procedures in the Air Force Reserve Officers' Training Corps (AFROTC) scholarship program. The objectives were to document predictive relationships, if any, between student aptitude measures, academic major, institutional selectivity, and eventual completion of the scholarship program. The…

The steps which led to the establishment of the Open University in Great Britain and the intentions of its founders are first described, with particular attention paid to the needs it was intended and not intended to meet. Following this is an examination of the evidence to date of the University's success in reaching its target student…

Compares and contrasts the structural components of minority and general summer retention programs at 20 predominantly white universities. Utilizes the results of a telephone survey. (FMW)

The undergraduate population at the New York Institute of Technology (NYIT), an open enrollment four-year commuter college, is highly vulnerable to attrition. Fifty-two percent of the students enrolled between July 1, 1991 and July 1, 1995 either did not graduate after 4 years or did not return to school. In response, the college has developed…

This keynote address of the 1996 RETAIN Conference (Retention in Education for Today's American Indian Nations, University of Arizona) addresses factors affecting the retention of American Indian college students. Includes institutional strategies to meet the needs of American Indian students, student strategies to increase their chances for…

The author gives an overview of the main research findings concerning minority retention and graduation. (Contains 1 figure.)