As with many institutions since September 11, 2001, the noncredit ESL program in the San Diego Community College District has suffered declining enrollments. This issue, together with the age-old problem of rapid turnover rates in adult ESL and the looming California budget crisis, pushed faculty to consider what they could do to bolster student retention. In response, my department formed a retention committee composed of volunteer representatives from its six noncredit centers and all levels of ESL in January 2003. After a series of brainstorming sessions, we assigned ourselves several projects that would enable us to collect data on retention and also to compile materials and practices that promote retention. In this article, I report on the results of a case study we conducted of eight classes with high retention rates, that is, classes in which students tended to remain for a greater number of hours in comparison to classes with similar characteristics.
Selection of Classes
We identified the high retention classes by dividing the average class size by the total number of students enrolled. This calculation gave us a percentage--the higher the percentage, the higher the rate of retention. As a result of this process, we found a large number of potential classes to study. Our next step was to meet with instructional leaders, resource instructors, and mentor teachers in order to select high retention classes that also represented each site, level, and schedule (morning, afternoon, and evening). We wanted to study the full breadth of the program because we recognized that high retention did not necessarily mean the same thing at all locations, levels, or times of day. Moreover, we needed to limit the number of classes to eight to accommodate our committee members.
Observation and Analysis
In order to understand the content and workings of each class, we developed a three-part process. First, one of our committee members observed the class and took notes using a feedback form we had developed. Next, the observer interviewed the teacher, again using a set of questions we had created. Finally, the observer held a focus group discussion with a small group pulled from the class.
The committee members provided the committee chair with detailed notes on all three forms. As chair, I analyzed the data and identified themes and key elements that appeared across the classes we observed. The following are some quick facts we discovered about the group of eight teachers after the analysis:
- Eight teachers began class on time.
- Eight teachers had a plan for welcoming new students.
- Seven teachers implemented strategies from the U.S. Department of Labor Secretary's Commission on Achieving Necessary Skills (SCANS).
- Seven teachers had a set syllabus.
- Seven teachers gave homework.
- Six teachers posted or stated an agenda every day.
- Six teachers formally graded homework or class work.
- Six teachers gave tests.
- Five teachers gave certificates or prizes for attendance or achievement.
- Five teachers gave oral praise as the main reward (teacher and/or peer).
- Three teachers called students if the students had been absent for an extended period of time.
In addition to these elements, we identified the following themes: structure, organization, community, and expertise. All of the observed classes demonstrated structure in the form of schedules, calendars, weekly or daily routines, syllabi, agendas, and/or classroom management through student teams. In terms of organization, students in these classes were busy during the entire class period and were actively engaged in meaningful tasks. The teachers developed a sense of community by knowing their students' names and details about their lives, and students knew and cared about other students in their class. Finally, the teachers were experts. They knew their material well and could provide clear explanations and examples. Students in the higher level classes especially appreciated this skill.
Teacher and Student Feedback
Most telling, however, was what teachers and students said about their classes. The following are some teachers' responses to our questions:
What, in your opinion, accounts for high retention in your class?
"Students feel they miss something if they don't come."
"Students feel good about themselves. The lessons are useful. They build self-esteem."
"High expectations."
What do your students love?
"Making progress. Seeing success in themselves."
"Being treated like adults."
"Jokes, fun, role-playing social English. Friday games."
"Dictation."
"Knowing they have learned something every time they come to class."
"Special projects."
"Group work."
The following are some students' responses to our questions:
What do you like about your teacher? Or your class? Or your lessons?
The teacher is "nice," "kind," "friendly," "patient," "intelligent," "funny." (These adjectives came up again and again.)
"The teacher is well-organized and prepared. She can handle all of the students questions."
"She listens to the students."
"He helps everyone."
"She makes us study hard."
"Our class is like a family."
Your class has good attendance. Why do you think that is true? (This is a composite summary of their responses.)
Good explanations.
Many activities, fast-paced, not boring.
Interesting topics, tied to current events.
The teacher makes sure everyone understands.
Homework, tests, games, dictation, verbs.
The study was gratifying because it confirmed that we are all doing many things that are likely to encourage student retention. It also provided us with a handy resource that we, as teachers, could use in order to add to our repertoire of sound teaching practices. We will continue to study retention again this year and look forward to sharing more findings in the future.
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