The “Stepping Stone Phenomenon”: Exploring the Role of Positive Attrition at an Early College Entrance Program

Abstract

This study explored the differences between students who remained at one early college acceleration program and those who left. Students who left appeared to seek what they perceived as a greater academic challenge or more specialized academic majors than were provided by the host college, a phenomenon that lends credence to the notion of positive attrition. Programs and their host institutions need to acknowledge and consider whether positive attrition is acceptable and then structure their screening policies accordingly. Programs would also do well to ensure that screening takes into account students' talents and interests, for by ensuring an appropriate match, or “fit,” between the candidate, the program, and the host college or university, administrators and staff may help to improve retention and the overall quality of the experience for the early college accelerant. Appropriate screening is the key to improving academic fit, and the first step in improving screening may be for an institution to determine whether positive attrition is desirable or not. It is important during the screening process to match students' interests and talents with academic courses and opportunities offered by the college or university. Level of challenge is also a consideration, and part of the screening process should consider whether courses offered at the college are sufficiently challenging for the candidate. Administrators of these programs may wish to consider expanding current course offerings to include more majors and courses or recruiting the strongest students into the most challenging courses and majors that they currently offer. Participants enter early entrance programs at a very young age and may not be academically ready to select a major or a career in their teens, so more career counseling may be required than is normally provided at many colleges.