Intake & Orientation
Evidence-based Strategies - Examples, Research and Tools
Strategy f: Help students plan for managing the positive and negative forces that will support or hinder their participation by:
- assisting them in strengthening the positive forces, such as identifying and/or building a support network;
- counseling them in addressing critical barriers to participation before placement in instructional services;
- referring them to agencies/services for assistance with non‐academic needs.
The First Three Weeks: A Critical Time for Motivation
B. Allan Quigley
This oft-cited research suggests that programs offer early and frequent opportunities for staff and students to make personal connections, especially with students who are at-risk due to dispositional barriers, or risk losing them within the first three weeks.
Helping Adults Persist: Four Supports
Comings, Parrella, and Soricone
Through interviews with practitioners and 150 pre-GED students, researchers identified four key supports to persistence that programs can provide: helping students manage the positive and negative forces that help or hinder persistence, supporting a sense of self-efficacy, working with students to set long- and short-term goals, and helping students see measurable progress toward their goals.
Retention and the GED
Jamie D. Barron Jones
In this action research project, the teacher created multiple opportunities to communicate with new GED students about their past school experience, goals, supports, and barriers. What she learned helped her make targeted referrals to a variety of support agencies. Those who received this on-going attention showed an 82% completion rate compared to 40% for those who didn't.
Supports and Barriers Activities
NCSALL Adult Student Persistence Study Guide
Excerpted from the NCSALL Guide, these are step-by-step instructions for six field-tested activities that help students identify and address the supports and barriers to their persistence.