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I agree that dollars form part of the rationale for late admits.
But there are positives from the student point of view, too, such as the
ability to adjust schedules when a late-breaking job change occurs or
when the student has attended another class and realizes it is not what
he/she expected.

Let's say that something like four students out of every ten late admits
dropped the class.  That still leaves six who completed the class who
would not have been allowed in under a no-late-admit policy.  I'm
suggesting that there's a benefit to these students and a cost-benefit
analysis to be done by the system.


John Orr
Director, Academic Support Programs and Services
Fullerton College
Fullerton, California 92832

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(714) 992-7552



-----Original Message-----
From: Open Forum for Learning Assistance Professionals
[mailto:[log in to unmask]] On Behalf Of Caron Mellblom
Sent: Tuesday, February 22, 2005 9:25 AM
To: [log in to unmask]
Subject: Re: Retention piece from the Chron

>Thanks for sharing another thought provoker.  Our system is funded on
>an FTES  formula so many campuses allow students to enroll even after
>the first week of the semester.  It seems we continue to deal with the
>FTES vs pedagogy struggle and in the end it is still the student who
>suffers.



>MAGAZINES & JOURNALS
>
>  A glance at the current issue of
>  the "Journal of College Student Retention:
>  Research, Theory & Practice":
>  Why late admissions are bad for colleges and students
>
>  Allowing students to enroll in college just before classes  begin, or

> even after, could be harmful to the students and the  institution,
> says Dana Freer-Weiss, a former official at  Northern Kentucky
> University who is now seeking her teacher  certificate on that campus.
>
>  In her study of new students at an unidentified community  college,
> she found that students who applied late had a higher  rate of
> attrition than students who applied earlier.
>
>  "Institutions that allow late admission," she says, "may be  doing a
> disservice to these students who have not adequately  prepared for
> college life and who, as a result, become attrition  statistics."
>
>  Late admissions also put a strain on colleges' resources, she  says.
> Administrators have a hard time predicting how many  courses
> late-admission students will fill and which special  services they
> will use. Often, she says, students who enroll  late need remedial
> courses, and finding the most qualified  instructors for them is
> challenging. "But it is absolutely  necessary to select the right
> instructors if these high-risk  students are to succeed," she says.
>
>  It is to everyone's advantage, she says, if students prepare  further

> before seeking college admission.
>
>  "If we can better understand the late applicants," she writes,  "we
> may be able to develop programs to encourage them to start  the
> transition to college sooner and better meet their needs  once they do

> arrive."
>
>  The article, "Community College Freshmen: Last In, First Out?,"
>  is online for subscribers. Information about the journal is
> available at
>  http://baywood.com/journals/PreviewJournals.asp?Id=1521-0251
>
>Norman A. Stahl
>Professor and Chair
>Literacy Education
>GA 147
>Northern Illinois University
>DeKalb, IL 60115
>
>Phone: (815) 753-9032
>FAX:   (815) 753-8563
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