Conditions for Re-entry to LBS Program

Policies also listed the conditions for re-entry to the LBS Program. These conditions vary considerably. Examples are listed below:

• Re-entry is allowed upon the review of the dean.
• Learners who are exited because of attendance must remain out of the program for a minimum of one month. Before they are re-admitted, they must document the reasons they think they should be readmitted.
• Learners who are out of the program for less than 6 months must meet with the advisor to determine placement. Learners who are out of the program for more than 6 months must take goal orientation for re-testing and placement.
• After the first withdrawal, the learner must wait for a period of 3 months to reenter program, after the second, 6 months, and after the third, 12 months.
• Learners who are withdrawn by the college cannot reapply for 12 months.

Summary Highlights

Policies on attendance, progress and conduct appear to play an important role in supporting retention efforts in college LBS programs. While they vary in detail and structure, most focus on the importance of good attendance. They establish the expectations for attendance and the consequences for learners who fail to meet those expectations. At the same time, the policies reflect an understanding that full or perfect attendance will be challenging for many LBS learners. Provisions are made for learners who for good reasons will miss class. Flexible scheduling (full and part-time) is available to accommodate the numerous demands and stresses on adult learners such as employment, young children, expectations of sponsors, financial concerns and health problems. A leave of absence is granted to learners who must ‘stop out’ of the program for family or medical emergencies. In most cases, though, there are stipulations or conditions for getting a leave of absence such as tying the leave to attendance and progress.

There are differences in the way colleges use policies. Some colleges are fairly aggressive in enforcing their policies in the belief that learners will take the program more seriously. One college reported that the reputation of the program actually improved when the policies were enforced. In other colleges the policies are simply “something to fall back on when all other interventions have failed and all avenues have been exhausted.”