Abstract:

In response to the well-documented low retention and graduation rates for historically Black colleges and universities and minority students in institutions of higher education, the current quantitative correlations research study addresses the need to better understand and effectively respond to this very complex issue. It is clear from the numerous national studies on student retention, persistence, and academic progression that no single factor can correct the issue of improving the graduation rates of first-time-in college students. Research has shown that precollege preparation, college grade point averages, student participation in activities, and feeling connected to the institution improved student retention. This paper will discuss how retention measures including student participation in extra-curricular and co-curricular activities led to improved grade point averages for students and subsequently their retention in science, technology, engineering, and mathematics STEM) fields. Specifically, this paper will discuss the Tinto Model of Retention and how the Louis Stokes Alliance program has successfully executed this model.