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" His nonchalance suggests not only that he is often late with assignments, but also that he does not think classroom presence is important. Conversely, Alexandra, whose name is on the Dean's list, is enthusiastic about attending class. Just by being present in the classroom, Alexandra is more engaged with her course material than is Luke. She hears the information delivered from the instructor, she is attentive in class, and she is comfortable engaging in dialogue with the instructor. Thus, Alexandra already has the academic edge on Luke: she shows up for class." (Nelson, 1998)
The controversy
So why this school policy should be discussed if it appears to be fair? The answer lies in the research we conducted on the subject. According to some studies, academic probation is not exactly a successful strategy because it discourages students from returning to school after one year suspension or the fear of termination hanging on their heads. In a very recent research Lindo et al. (2008) conclude that "being placed on academic probation significantly discourages students from returning to school after their first year of university study. Surprisingly, it is the highest ability individuals who are discouraged most. The effect on students with high school grades above the median of entering students is so large that, as a group, they are less likely to return than students of lower...
(2008) also found that probation can seriously affect graduation rates as fewer students will return to complete their graduation. However they also found that those who stayed on the program and completed it showed marked improvement in the grades. The researches found that women were more likely than men to complete the program and successfully return for graduation.
In short there are mixed results. Those who are high ability students and are put on probation, they find that the program hurts them in one way or another. Those with low ability might even further lose the interest and simply drop out of the school. However the program in itself is not flawed. It does give hope to many students and those who choose to enroll and stay with the program may find it good for their overall academic performance.
References
Robert Nelson, "Using a Student Performance Framework to Analyze Success and Failure," Journal of College Reading and Learning 29.1 (1998): 82,
Jason M. Lindo, Nicholas J. Sanders. Philip Oreopoulos ABILITY, GENDER, and PERFORMANCE STANDARDS: EVIDENCE FROM ACADEMIC PROBATION, Working Paper 14261, August 2008
Michael P. Ryan, Patricia a. Glenn. What Do First-Year Students Need Most: Learning Strategies Instruction or Academic Socialization? Journal of College Reading and Learning. Volume: 34. Issue: 2. 2004
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