Abstract
This article discuses two policies that work at cross purposes to one another which university administrators and faculty works collaboratively with. Schools are actively resisting grade inflation trends while at the same time seeking to retain students. The article describes the borderline student, a category of at risk student often overlooked, yet numerous. It is found that academic performance was the highest ranked risk factor, accounting for approximately 20% of the variance, while behavior and coping skills was a distant second, accounting for only 6% of the risk factor variance. Borderline students can be efficiently rescued with modest outlays of additional institutional resources and are more likely to persist than students with less ability or more pernicious learning difficulties.
Recommended Citation
Behnke, R. R., Sawyer, C. R., & King, P. E. (1999). Grading policy and student retention. Journal of the Association for Communication Administration, 28(1), 1–7.
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