Learning Communities: Promoting Retention and Persistence in College

The NCTN Research to Practice Briefs are designed to disseminate emerging college transition research from a variety of sources in a user-friendly format.

GED recipients and other nontraditional adult learners have very low retention and persistence rates in college. Often, this is because they lack connections to other students and to support services on campus. Research has shown that “the more students are involved in the social and academic life of an institution, the more likely they are to learn and persist” (Tinto, 1998, p. 2). Learning communities offer students the social “glue” and academic support necessary to stay and succeed in college. 2006.

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