RESPONDING TO THE CHALLENGE OF THE AT‐RISK STUDENT

Abstract

From a survey /study of selected college initiatives, a review of selected contemporary research and criticism, and 25 years of researching and working with at‐risk students, the authors identify major implications for program design that serve well those educators seeking to address better the problems brought to community colleges by this growing student population. Under the umbrella of an over‐arching recommendation ‐‐ that colleges must increase support and structure for at‐risk students ‐‐ the authors describe institutional policies for increased structure and institutional strategies for increased support. Included in the specific recommendations are: pre‐enrollment activities that aggressively encourage eventual enrollment, required orientation to the college environment, elimination of late registration as an enrollment option, establishment of mandatory basic skill assessment and placement, elimination of dual /simultaneous enrollment in skill and regular academic courses, requirement that working students register for reduced academic loads, improved financial aid packages, expanded mentoring and peer support activities, increased problem‐solving and literacy activities, selection and training of excellent faculty, and clear program evaluation design and dissemination. Data indicate that such rigorous academic policies and procedures improve student success and build college enrollments. Neither impossible nor new, these policies and strategies have for too long been the subject of much conversation and too little action.