2008 Woodie Awards
Full Now, Empty Later Why?
Dropout rates seemed to get better, but in reality, it's not
Oliver, Caprice
Issue date: 9/14/06 Section: News
- Page 1 of 1
Students find themselves being significantly late to classes or missing them all together because of terrible parking conditions.
Students might wonder why it is so hard to find parking in the first two months of the semester, but easier to find after that. Parking situations in turn contribute to the drop out rates on campus.
It is not students' imagi-nations that parking lots become emptier after the beginning of fall semesters.
Chabot College is full of students who love Chabot life, but it is also filled with students who are forced to be here after high school graduation.
Many students come to Chabot with undeclared majors and take classes they are not interested in or prepared for.
Students find themselves stuck with units that are not transferable because they registered for unnecessary classes.
Drop out rates have decreased. In the fall of 2004, 15,226 students enrolled and 12 percent of them withdrew. In the fall of 2005, 14,441 students enrolled and 11 percent withdrew.
Looking at these statistics, students might think that the situation is getting better, but it's not.
When looking at course drop out rates of fall 2004 the number of course enrollments were 40,019 and the percentage of withdraws were 22 percent.
When looking at the course enrollments of fall 2005 there were 38,746 students and 23 percent of them completely withdrew.
When Jeanne Wilson, EOPS Counselor/Instructor, was told these statistics she responded, "These are alarming statistics and the institution of Chabot is in the process of being more pro-active when trying to figure out the problem of once getting students, how to keep students."
Many students here at Chabot may feel discouraged when it comes to staying in school because of conflicting schedules and tuition costs.
Wilson explained, "The board of the Chabot Institutions are currently discussing strategies to keep students, such as lowering tuition coming soon, block scheduling, and late starting classes with transferable units for students who can not start when other students start. The problem is not getting students, but keeping them."
All of these strategies that the Board of Chabot are talking about are good. These strategies are also key points in preventing student drop out rates from increasing even more.
It is obvious a student who has to spend up to forty minutes looking for a parking spot will eventually drop the class they are late to.
Since speaking to Wilson it has been made clear that this is a problem the faculty is aware of. This is the first step towards getting and keeping students here at Chabot.
Students might wonder why it is so hard to find parking in the first two months of the semester, but easier to find after that. Parking situations in turn contribute to the drop out rates on campus.
It is not students' imagi-nations that parking lots become emptier after the beginning of fall semesters.
Chabot College is full of students who love Chabot life, but it is also filled with students who are forced to be here after high school graduation.
Many students come to Chabot with undeclared majors and take classes they are not interested in or prepared for.
Students find themselves stuck with units that are not transferable because they registered for unnecessary classes.
Drop out rates have decreased. In the fall of 2004, 15,226 students enrolled and 12 percent of them withdrew. In the fall of 2005, 14,441 students enrolled and 11 percent withdrew.
Looking at these statistics, students might think that the situation is getting better, but it's not.
When looking at course drop out rates of fall 2004 the number of course enrollments were 40,019 and the percentage of withdraws were 22 percent.
When looking at the course enrollments of fall 2005 there were 38,746 students and 23 percent of them completely withdrew.
When Jeanne Wilson, EOPS Counselor/Instructor, was told these statistics she responded, "These are alarming statistics and the institution of Chabot is in the process of being more pro-active when trying to figure out the problem of once getting students, how to keep students."
Many students here at Chabot may feel discouraged when it comes to staying in school because of conflicting schedules and tuition costs.
Wilson explained, "The board of the Chabot Institutions are currently discussing strategies to keep students, such as lowering tuition coming soon, block scheduling, and late starting classes with transferable units for students who can not start when other students start. The problem is not getting students, but keeping them."
All of these strategies that the Board of Chabot are talking about are good. These strategies are also key points in preventing student drop out rates from increasing even more.
It is obvious a student who has to spend up to forty minutes looking for a parking spot will eventually drop the class they are late to.
Since speaking to Wilson it has been made clear that this is a problem the faculty is aware of. This is the first step towards getting and keeping students here at Chabot.
