Academic Retention Policy
Explore the academic retention policy for 2025, including its implications and how it shapes retention policies in education. Stay informed about the latest changes and strategies to enhance student success.
QUALITATIVE RESEARCH
Realyn Manalo
4/3/20253 min read
Would you risk losing your free tuition if you failed a class?
That is the reality students at Tarlac State University (TSU) are facing under a new proposed academic retention policy. The policy, currently under review by the Commission on Higher Education (CHED), requires students to maintain at least a 1.50 grade for two consecutive semesters to retain their free tuition benefits. Those who accumulate failing marks or face disciplinary action could lose access to their financial aid altogether.
While TSU defends the move, citing the right of institutions to set academic standards, critics argue it undermines the spirit of the Free Tuition Law, which sought to make education a right rather than a privilege. For many struggling students—those grappling with financial burdens, family responsibilities, and personal challenges—strict grade thresholds could turn access to education into an impossible goal. As student councils and education advocates push for more inclusive policies, one thing becomes clear: education should not be lost because of a single setback.
Who Can Use These Topics
This research is ideal for students and professionals pursuing the following courses or strands:
College Programs:
BS Education Major in Educational Management
BSBA Major in Human Resource Development Management
BS Psychology
BA Political Science (Education and Policy Focus)
BS Social Work
BS Development Communication
Senior High School Strands:
Humanities and Social Sciences (HUMSS)
Accountancy, Business, and Management (ABM)
General Academic Strand (GAS)
Why This Topic Needs Research
The future of equitable higher education relies on understanding how retention policies impact different students. Several urgent research gaps have emerged:
Experiences of Students Who Failed to Meet Retention Criteria: Studies focused on successful students, leaving the emotional and academic struggles of those who failed underexplored (Cabungcal et al., 2024).
Long-Term Academic and Psychological Outcomes: While short-term benefits were found, the long-term risks of grade retention—including dropout rates and emotional well-being—require further study (Costa et al., 2025).
Real-Time, Adaptive Academic Support Systems: Traditional support interventions often react too late; dynamic, data-driven systems that anticipate student needs remain largely undeveloped (Thelma, 2024).
Discipline-Specific Retention Strategies for First-Generation Students: Generalized interventions fail to account for the diverse academic challenges across different colleges and programs (Weisen et al., 2024).
Program-Specific and Qualitative Approaches: Retention studies often focus narrowly on one degree program, missing the broader and nuanced experiences across diverse academic tracks (Cabanilla Jr. et al., 2025).
Long-Term Trajectories of Disqualified Students: Little is known about how losing retention benefits affects students’ future education, mental health, and career opportunities (Ablian et al., 2023).
Psychological Interventions to Reduce Stress: While academic retention may boost performance, the stress and emotional toll on at-risk students are rarely mitigated with structured psychological support (Oding et al., 2021).
Feasibility & Challenges by Target Group
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References
Ablian, J. D., Yabut, M. D., Tolentino, N. B., Serial, R. D., Kyrelle, E., Sarmiento, K. P., ... & Dragon, C. D. (2023). Free higher education retention policy of a local college in the Philippines: Insights of disqualified students. Teacher Education (ISSN 2232-0458/e-ISSN 2550-1771), 13(1), 118-133.
Cabanilla Jr, A., Dizon, R., Serrion, M., & Cortes, S. (2025). Development and validation of a scale to predict college student retention among bachelor of elementary education students in the Philippines. HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE-SOCIAL SCIENCES, 15(6), 16-33.
Cabungcal, D. R. M. A., Del Rosario, M. G., Manco, M. J. G., Tabsing, A. R. G., Saligoyan, K. G. G., & Barong, G. F. (2024). PERCEPTION OF STUDENTS TOWARDS THE RETENTION POLICY OF HOSPITALITY MANAGEMENT AT CENTRAL MINDANAO UNIVERSITY.
Costa, R., Cruz, T., & Sant'Anna, A. (2025). Grade retention and academic outcomes: Evidence from Brazil.
Oding, M. L. E., Palang-at, J. A., & San Jose, A. E. (2021). To pass or not to pass: A qualitative inquiry on students’ views on the academic retention policy. Journal of Education and Learning (EduLearn), 15(2), 161-167.
Thelma, C. C. (2024). Student Retention in Higher Learning Institutions of Zambia. International Journal of Research Publication and Reviews, 5(6), 433-441.
Weisen, S., Do, T., Peczuh, M. C., Hufnagle, A. S., & Maruyama, G. (2024). How are first‐generation students doing throughout their college years? An examination of academic success, retention, and completion rates. Analyses of Social Issues and Public Policy, 24(3), 1274-1287.