Perceptions of Student Persistence in Alabama’s Early College Designs

Abstract

This study explores the experiences and institutional support mechanisms that influence student persistence in Alabama's Early College initiatives, with a focus on alumni perspectives. Alabama's Early College programs are designed to improve college readiness and increase postsecondary attainment for traditionally underrepresented student groups. Guided by Cabrera’s Student Retention Integrated Model and Harper’s Anti-Deficit Achievement Framework, this research examines the narratives of early college alumni to identify effective practices for fostering persistence. Through qualitative interviews, themes emerged around key support systems such as family encouragement, peer camaraderie, and the pivotal role of educators and coordinators. Findings reveal that support beyond academic needs—encompassing emotional and social support networks—significantly impacts students’ resilience and determination to persist in their educational journeys. This study highlights the need for tailored institutional strategies to improve persistence, offering insights for policymakers and educators aiming to strengthen Early College models in Alabama. The results emphasize that comprehensive support systems can play a vital role in supporting persistence and fostering long-term academic success among early college students.