Student Retention & Success Flashcards
7 cards from real CPI practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Student Retention & Success flashcards as text
Which federal policy framework requires institutions receiving Title IV funding to publicly report graduation and retention rates?
Answer: The Student Right-to-Know Act
The Student Right-to-Know Act mandates that institutions disclose completion and retention rates for first-time, full-time students.
A student repeatedly arrives late and leaves early from class. Before assuming disengagement, the instructor should first consider:
Answer: Whether the student has work, caregiving, or transportation barriers affecting attendance
Many attendance issues in postsecondary education stem from external life demands rather than motivation or behavioral problems.
Which of the following best describes 'academic momentum' as a retention concept?
Answer: Accumulating credit hours and achieving milestones at a consistent pace increases likelihood of completion
Academic momentum research shows that early credit accumulation and on-time milestone completion are among the strongest predictors of degree completion.
A CPI candidate wants to build 'sense of belonging' in a large lecture course. Which strategy is most practical and evidence-based?
Answer: Using small-group activities and learning students' names to foster connection
Personal recognition (names) and collaborative peer interaction are the most evidence-based belonging interventions in large-enrollment settings.
Which theoretical framework argues that students perform below potential when they fear confirming a negative stereotype about their group?
Answer: Stereotype threat theory (Steele & Aronson)
Steele and Aronson's stereotype threat theory explains how the fear of confirming group stereotypes impairs academic performance.
Which practice best supports student success for veterans transitioning to postsecondary education?
Answer: Acknowledging military experience as transferable knowledge and connecting veterans to peer support networks
Validating prior military learning and providing veteran-specific peer networks are evidence-based practices for improving veteran student retention.
An instructor conducts a mid-semester student feedback survey and finds that many students feel the pace is too fast. The most appropriate response is to:
Answer: Adjust pacing, communicate the changes transparently, and explain the rationale to students
Acting on formative feedback with transparent communication models responsiveness and demonstrates that student input is valued.