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Re: [Phys-l] Retention: tail wags dog


On 2011, Jul 20, , at 14:37, Quist, Oren wrote:

This is the "business model" of education. A department is not rated on how much students learn, or how well profs teach, or how important the material may be, they are rated simply on how many customers (students) complete the course or program.

Sadly, this business model drives much of higher ed today!

Sadly it drives just about everything in a capitalist society -- unwrit above is, it's the bottom line. The capitalist legal system ensures it's the bottom line. Investors may successfully sue, because of a deficient bottom line.

It will only get worse as the class warfare continues.

bc thinks: did anyone think otherwise from bc? And wishes our society was based on "The Education Model".

I read agreement:

On 2011, Jul 20, , at 17:20, trappe@physics.utexas.edu wrote:


The real reason behind a retention % is "follow the money". It is
possible that the number is a specific projected profit margin target.


Original post:
-------------------------
I recently received an "Instructor Responsibilities" list as part of a
teaching contract at a "For Profit" College.

I invite your comments on this particular item:
"You understand that 87% retention is the minimum student retention
expectation and will be included as part of your yearly evaluation."

In particular, does anyone have hard data on typical (college) student
retention numbers in Physics (also interested in college algebra).

While we would all like to have that many students commited to doing
what it takes for their retention in our classes, the subject often
lends itself to self-removal. I have heard numbers closer to 50% in
some classes.

Since this is a "for profit" notion, and since there is a prevailing
wind that the "business model" of education is what we ALL should be
practicing, I get the foreboding that this tail will soon be wagging
everybody's dog. Already, legislatures are pushing for greater
retention ind increased graduation rates in public colleges.

But 87% minumum retention is pushing the envelope, especially as an
indicator for faculty dismissal. Have any of you observed this
phenomenon in your teaching?

Thanks, Karl