Evaluating Students on Probation and Determining Intervention Strategies: A Comparison of Probation and Good Standing Students

Abstract

During the 1998 academic year, this study surveyed probation and good standing students at Los Angeles Southwest College and analyzed their responses with respect to a variety of different variables. Differences between the two groups were found in the number of hours worked, high school GPA, and family characteristics. A greater number of probation students reported that they worked compared to students in good standing. A greater number of students on probation also work full-time compared to students in good academic standing. Students on probation reported a lower high school GPA than students in good standing at Los Angeles Southwest College, which is consistent with other research indicating that high school grade point average (GPA) is a predictor of college success. This study also found that a greater number of probation students had children present in their household compared to the students in good standing.Students on probation represent a population at risk for academic failure and disqualification. In order to retain these students, many colleges and universities focus on providing interventions that tackle this problem without clearly understanding the population they are addressing.This study focused on determining the differences between students on probation and students in good standing at a community college in southwest Los Angeles. The college is comprised of approximately 73 percent females and 27 percent males. Ethnicity is as follows: 78 percent Black, 20 percent Hispanic, 1 percent Asian, and 1 percent White. The Fall 1998 enrollment was 5,333. It was hypothesized that

First-Generation Student Success After Academic Warning: An Exploratory Analysis of Academic Integration, Personal Adjustment, Family and Social Adjustment and Psychological Factors

“…Mayers (2006) the following are characteristics of students in academic jeopardy: lower social skills, weaker social networks than students in good standing, higher rates of employment (Coleman & Freedman, 1996;Trombley, 2000), more financial difficulties, lower high school GPA (Trombley, 2000), lack of institutional commitment (Heisserer & Parette, 2002), and family obligations (Trombley, 2000).…”

“…In addition to the list of characteristics of students on academic probation, the literature suggests that academically struggling students reported difficulties with procrastination, time management, motivation, stress management, personal problems related to family obligations and financial concerns, difficult classes, attendance issues, and instructor issues (Austin, Cherney, Crower & Hill, 1997;Coleman & Freedman, 1996;Isaak et al, 2006;Thombs, 1995;Trombley, 2000).…”

“…The body of literature regarding students on academic probation or in academic jeopardy, suggests that there are common characteristics that define these students. According to Issak, Graves, and Mayers (2006) the following are characteristics of students in academic jeopardy: lower social skills with weaker social networks than students in good standing, more likely to work (Coleman & Freedman, 1996, Trombley, 2000, more financial difficulties, high school GPA is lower than good standing students (Trombley, 2000), lack of institutional commitment, (Heisserer & Parette, 2002), and family obligations (Trombley, 2000).…”

“…However, for this literature review, the predictors of success listed below were found through an extensive search of academic probation literature. Okun, Benin and Brandt-Williams (1996) and Trombley (2000) argue that factors that can predict student success in the university environment include: the number of courses taken, course grade, class rank in senior year, total high school GPA, SAT score, taking more credit hours of classwork, encouragement by others, intent to persist, and connection with adviser.…”

“…Also, while many institutions provide interventions for probationary students, they often do so without fully understanding the population they are seeking to help (Trombley, 2000). In addition to the list of characteristics of students on academic probation, the literature suggests that academically struggling students reported difficulties with procrastination, time management, motivation, stress management, personal problems related to family obligations and financial concerns, difficult classes, attendance issues, and instructor issues (Thombs, 1995, Coleman & Freedman, 1996, Austin, Cherney, Crower & Hill, 1997, Trombley, 2000, Isaak et al, 2006.…”