In the 1960’s, student retention was thought to be attributed to this, rather than the institution of higher education, and was referred to as “blaming the victim.”

Considered critical by Tinto to institutional efforts to increase student retention:

Tinto provided a corollary lesson in which the excitement of implementing a program is often coupled with this challenge.

What does the lesson of student income have to do with?

When studies of retention in the 1970’s established a causal relationship with the environment, a strong focus was on this period of the student career.

The only faculty from kindergarten through universities who are literally not trained to teach students:

A common argument from faculty members is that retention is appropriately the job of what arm of the university?

What was the first year of the Pell Grant program?

Tinto’s criticism of early examination of student persistence centered on a lack of models to examine retention, specifically in these three areas.

Key first year courses in larger state colleges and universities are frequently taught by this group of instructors:

Tinto provides that, in addition to investing scarCe resources, it also is an institution’s responsibility to put this incentive in place to promote behaviors that would reinforce the institutional goal of retention.

For too many low-income students access to higher education has become what?