REL Southwest Ask A REL Response
Postsecondary:
Promoting College Completion Among Stop-Outs
April 2019
Question:
What research exists about effective strategies to recruit back to college and support persistence to college completion among stop-outs (adults who left college before earning a degree)?
Response:
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Thank you for the question you submitted to our REL Reference Desk. We have prepared the following memo with research references to help answer your question. For each reference, we provide an abstract, excerpt, or summary written by the study’s author or publisher. Following an established Regional Educational Laboratory (REL) Southwest research protocol, we conducted a search for research about effective strategies to recruit back to college and support persistence to college completion among stop-outs (adults who have earned some college credit but left college before completed a college certificate or degree).
We have not evaluated the quality of references and the resources provided in this response. We offer them only for your reference. Also, we searched the references in the response from the most commonly used resources of research, but they are not comprehensive, and other relevant references and resources may exist. References provided are listed in alphabetical order, not necessarily in order of relevance. We do not include sources that are not freely available to the requestor.
Research References
DesJardins, S. L., & McCall, B. P. (2010). Simulating the effects of financial aid packages on college student stopout, reenrollment spells, and graduation chances. Review of Higher Education, 33(4), 513–541. https://eric.ed.gov/?id=EJ888281. Full text available at https://www.researchgate.net/publication/234668361
Genco, J. T. (2007). Adult re-entry students: Experiences preceding entry into a rural Appalachian community college. Inquiry, 12(1), 47–61. https://eric.ed.gov/?id=EJ833905
Goings, R. B. (2018). “Making up for lost time”: The transition experiences of nontraditional Black male undergraduates. Adult Learning, 29(4), 158–169. https://eric.ed.gov/?id=EJ1194087. Full text available at https://www.academia.edu/37205368/_Making_Up_for_Lost_Time_The_Transition_Experiences_of_Nontraditional_Black_Male_Undergraduates
Hoyt, J. E., & Winn, B. A. (2004). Understanding retention and college student bodies: Differences between drop-outs, stop-outs, opt-outs, and transfer-outs. NASPA Journal, 41(3), 395–417. https://eric.ed.gov/?id=EJ746538. Full text available at https://www.academia.edu/16665739/Understanding_Retention_and_College_Student_Bodies_Differences_Between_Drop-Outs_Stop-Outs_Opt-Outs_and_Transfer-Outs
Schatzel, K., Callahan, T., & Davis, T. (2013). Hitting the books again: Factors influencing the intentions of young adults to reenroll in college. Journal of College Student Retention: Research, Theory & Practice, 15(3), 347–365. https://eric.ed.gov/?id=EJ1076283. Full text available at https://www.emich.edu/dcr/plan/docs/hitting_the_books.pdf
Schatzel, K., Callahan, T., Scott, C. J., & Davis, T. (2011). Reaching the non-traditional stopout population: A segmentation approach. Journal of Marketing for Higher Education, 21(1), 47–60. https://eric.ed.gov/?id=EJ927321. Full text available at https://www.emich.edu/dcr/plan/docs/nontrad_stopout_population.pdf
Additional Organizations to Consult
Educational Testing Service (ETS) — https://www.ets.org
Methods
Keywords and Search Strings
The following keywords and search strings were used to search the reference databases and other sources:
- (“back to college” OR “stop outs” OR “stopouts” OR “reentry students”)
- AND
- (“adults” OR “adult students” OR “Andragogy” OR “college” OR “postsecondary” OR “higher education” OR “adult learning”)
- AND
- (“adult college completion” OR “recruit” OR “transition” OR “persist” OR “persistence” OR “academic persistence” OR “degree” OR “certificate”)
Databases and Resources
We searched ERIC for relevant, peer-reviewed research references. ERIC is a free online library of more than 1.7 million citations of education research sponsored by the Institute of Education Sciences (IES). Additionally, we searched the What Works Clearinghouse.
Reference Search and Selection Criteria
When we were searching and reviewing resources, we considered the following criteria:
- Date of the publication: References and resources published from 2003 to present, were include in the search and review.
- Search priorities of reference sources: Search priority is given to study reports, briefs, and other documents that are published and/or reviewed by IES and other federal or federally funded organizations, academic databases, including ERIC, EBSCO databases, JSTOR database, PsychInfo, PsychArticle, and Google Scholar.
- Methodology: The following methodological priorities/considerations were given in the review and selection of the references: (a) study types—randomized control trials, quasi-experiments, surveys, descriptive data analyses, literature reviews, policy briefs, and so forth, generally in this order; (b) target population, samples (representativeness of the target population, sample size, volunteered or randomly selected, and so forth), study duration, and so forth; and (c) limitations, generalizability of the findings and conclusions, and so forth.