We've made a considerable effort at our school to change the focus of retention efforts from reactive to proactive. If a student drops out in the 3rd class, it's likely not due to the 3rd class, but to what happened long before. We seek to have our students so incredibly engaged in their program that they can't possibly imagine not persisting to the next class. Our faculty play a huge part in that effort. By positioning our best, most engaging faculty in the early classes, we create a culture of excitement and belonging that assists with retention efforts. I view… >>>

Placement and job opportunities are two different things, to my way of thinking - Job opportunities are what may be available to entry level participants coming out of a trade school environment, whereas - placement is something a trade school cannot do?. a trade school can only advise the students where work opportunity is -locally and/or out of the area. in some situations the trade school may be able to make contact with a perspective employer and make an introduction. they cannot place IE: hire the student and expect the employer to accept him/her. the students must pass the interview… >>>

upbringing , and maturity level as well as previous real world work experience has a great deal to do with successful retention of a student's core commonalities,(traits) irregardless of the chosen field of service for which they are being trained to pursue. obviously they are there for a reason, possibly - to improve their life,make a better living. succeed at a higher level- whatever. many young folks in today's world are generally not used to being held accountable for their own actions. consequently present-ability, work ethic-such as being on time for work or school, reliability in a general sense, how… >>>

I worked at a technical college for many years that had very aggressive admissions processes in place that often put pressure on students to make a decision, enroll and complete financial aid within a two-three hour time frame. The college saw a lot of attrition due to this, often within the first three months of starting. So much so that the school added a metric to Admission's Reps review tracking their performance for "persistence" from the first term to the second, which had no affect as it did not change its actual admissions practices. I have now worked for a… >>>

this particular sector having to do with want to have to has opened my thought process considerably in that or by realizing that we do not have to do anything as long as we are willing to accept the consequences, but more than that, it gives the instructor an important tool to use with the students by showing them a way to change there outlook (para-dyne)into how they might perceive a particular situation from a negative outlook to a more positive outlook and by doing this start to enjoy the subject matter and become more positively involved in the training.… >>>