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What Works in What Works in Student Retention?Student Retention?ACT’s Fourth National Survey

on College Retention

Dr. Wes HableyPrincipal Associate

Educational ServicesACT, Inc.

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Types of AttritionTypes of Attrition

Expected and Justified• realized a goal other than a realized a goal other than a

degree/certificatedegree/certificate Stopping Out

• not on our timeframenot on our timeframe Unnecessary and subject to

institutional intervention

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RETENTIONRETENTION

The process of holding or keeping in one’s possession

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The process or state of being

gradually worn down.

ATTRITIONATTRITION

Migrant Mother, Dorothea Lange

Library of Congress, Prints and Photographs Division

[ reproduction number LC-USF34-9058-C]

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PERSISTENCEPERSISTENCE

To continue to exist or prevail

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Retention TrendsRetention Trends 1983-20091983-2009 Freshman-Sophomore Year Freshman-Sophomore Year

Highest % Lowest % Current %

Two-Year Public

53.7(’08,’09) 51.3(’04) 53.7

BA/BS Public 70.0(’04) 66.4(’96,’05) 67.6

MA/MS Public 71.6(’06) 68.1(’89) 69.8

PhD Public 78.1(’04) 72.9(’08) 74.4

Two-year Private 72.6(‘92) 55.5(’08) 55.5

BA/BS Private 74.0(’89) 69.6(’08) 69.9

MA/MS Private 78.0(’85) 72.3(’08) 72.0

PhD Private 85.0(’85) 80.4(’08) 80.6

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Completion TrendsCompletion Trends 1983-20091983-2009Two-year Colleges – Graduation in Two-year Colleges – Graduation in 33 years or years or

lessless

Highest % Lowest % Current %Public 38.8(’89) 27.1(’07) 28.3Private 66.4(’90) 50.2(’08) 51.6

ALL 44.0(’89) 28.9(’07) 30.8

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Survey DetailsSurvey Details

Overall responses• Mailing: 3360 institutionsMailing: 3360 institutions• Usable returns: 1104 (32.9%)Usable returns: 1104 (32.9%)

Community college responses:• Mailing: 949 institutions Mailing: 949 institutions • 305 usable returns (32.1%)305 usable returns (32.1%)

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Survey DetailsSurvey Details

Survey sectionsI.I. Background Background

II.II. Retention and degree completion ratesRetention and degree completion rates

III. Factors affecting attrition

IV. Retention practices

V. Highest impact programs

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Section III: Factors affecting Section III: Factors affecting attritionattrition

42 factors listed To what degree does each factor affect

attrition at your school• 5 = Major affect on attrition5 = Major affect on attrition• 44• 3 = Moderate affect on attrition3 = Moderate affect on attrition• 22• 1 = Little or no effect on attrition1 = Little or no effect on attrition

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Highest Rated Contribution Highest Rated Contribution to Attritionto Attrition

level of student preparation for college-level work (4.3)

student study skills (4.1) adequacy of personal financial resources (4.1) level of student commitment to earning a degree

(4.0) level of student motivation to succeed (3.9) student family responsibilities (3.9) level of job demands on students (3.8)

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Highest Rated Contribution Highest Rated Contribution to Attrition to Attrition (continued)(continued)

student low socio-economic status (3.8) amount of financial aid available to students (3.6) student personal coping skills (3.6) student educational aspirations and goals (3.6) level of certainty about career goals (3.5) level of emotional support from family, friends,

and significant others (3.5) student first-generation status (3.5)

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Attrition factors: highest % of Attrition factors: highest % of institutions ranking item 4 or 5institutions ranking item 4 or 5

student study skills (80.4%)

level of student preparation for college-level work (79.1%)

adequacy of personal financial resources (76.1%)

level of student commitment to earning a degree (70.8%)

student family responsibilities (68.6%)

level of student motivation to succeed (68.5%)

level of job demands on students (67.3%)

student low socio-economic status (65.5%)

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Why do we have a problem?Why do we have a problem?

We have…..• a beautiful campusa beautiful campus

• great facilitiesgreat facilities

• a rich set of co-curricular a rich set of co-curricular experiencesexperiences

• excellent academic programsexcellent academic programs

• an outstanding facultyan outstanding faculty

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The problem must be that we The problem must be that we have the….have the….

WRONG STUDENTSWRONG STUDENTS

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Lowest Rated Contribution Lowest Rated Contribution to Attritionto Attrition

ratio of loans to other forms of financial aid (2.8) student peer group interaction (2.7) student access to needed courses in the

appropriate sequence (2.6) level of intellectual stimulation or challenge for

students (2.6) relevancy of curricula (2.6) commuting/living off-campus (2.5) student physical health issues (2.3)

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Lowest Rated Contribution Lowest Rated Contribution to Attrition to Attrition (continued)(continued)

extracurricular programs (2.2) cultural activities (2.1) distance from students' permanent homes (2.1) rules and regulations governing student

behavior (2.1) campus safety and security (1.9) residence hall facilities (1.5) programs to support students' transition to

residence hall living (1.4)

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Attrition factors: lowest % of Attrition factors: lowest % of institutions ranking item 4 or 5institutions ranking item 4 or 5

extracurricular programs (10.9%)

campus safety and security (9.5%)

rules and regulations governing student behavior (8.2%)

cultural activities (7.8%)

residence hall facilities (7.3%)

programs to support students' transition to residence hall living (3.2%)

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John Gardner comments….John Gardner comments….

It is disturbing to note….that in spite of all we know about student retention that institutions are still inclined to hold students responsible for their retention/attrition while dramatically minimizing the institutional role in student retention.

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Section IV – Retention InterventionsSection IV – Retention Interventions 92 identified retention practices 2 wild cards Two sub-sections:

• Is this intervention offered? (yes or no)Is this intervention offered? (yes or no)• If it is offered, rate the contribution to retentionIf it is offered, rate the contribution to retention

Five-point Rating ScaleFive-point Rating Scale• 5 = Major Contribution to Retention5 = Major Contribution to Retention• 44• 3 = Moderate Contribution to Retention3 = Moderate Contribution to Retention• 22• 1 = Little or no contribution to Retention1 = Little or no contribution to Retention

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Section IV – Retention InterventionsSection IV – Retention Interventions Intervention clusters

• First-year transition programs (8 items)First-year transition programs (8 items)• Academic advising (15)Academic advising (15)• Assessment (9)Assessment (9)• Career Planning and Placement (6)Career Planning and Placement (6)• Learning Assistance/Academic Support (19)Learning Assistance/Academic Support (19)• Mentoring (4)Mentoring (4)• Faculty Development (7)Faculty Development (7)• Financial Aid (3)Financial Aid (3)• Co-curricular Services/Programs for specific sub-Co-curricular Services/Programs for specific sub-

populations (10)populations (10)• Other activities/programs (10)Other activities/programs (10)

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Highest rated mean interventionsHighest rated mean interventions

reading center/lab (4.1)

comprehensive learning assistance center/lab (4.1)

tutoring (4.1)

mandated placement of students in courses based on test scores (4.1)

remedial/developmental coursework (required) (4.1)

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Highest rated mean interventionsHighest rated mean interventions(continued)(continued)

increased number of academic advisors (4.0) writing center/lab (4.0) mathematics center/lab (4.0) first-generation students (4.0) advising interventions with selected student

populations (3.9) academic advising center (3.9)

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Lowest Rated Mean InterventionsLowest Rated Mean Interventions

fraternities/sororities (2.4)

recognition/rewards for non-faculty academic advisors (2.6)

recognition/rewards for faculty academic advisors (2.6)

degree guarantee program (2.8)

freshman interest groups (FIGS) (2.9)

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Lowest Rated Mean InterventionsLowest Rated Mean Interventions

enhanced/modified faculty reward system (3.0)

gay/lesbian/bisexual/transgender students (3.0)

health and wellness course/program (3.0)

residence hall programs (3.0)

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Combining Percentage of Use Combining Percentage of Use with Item Means with Item Means

Top one-third Middle one-third Lowest one-third

Highest rated

items

Lowest rated

items

Percentage of Institutions offering a specific intervention (INCIDENCE)

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This is not rocket science!This is not rocket science!

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GOOD BET: Highest ratings in top GOOD BET: Highest ratings in top third of usagethird of usage

comprehensive learning assistance center/lab (4.1) tutoring (4.1) mandated placement of students in courses based on

test scores (4.1) remedial/developmental coursework (required) (4.1) writing center/lab (4.0) mathematics center/lab (4.0) advising interventions with selected student populations

(3.9) academic advising center (3.9) supplemental instruction (3.8)

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CONSIDER: Highest Ratings in CONSIDER: Highest Ratings in middle third of usagemiddle third of usage

reading center/lab (4.1) increased number of academic advisors (4.0) first-generation students (4.0) recommended placement of students in courses based

on test scores (3.9) remedial/developmental coursework (recommended)

(3.8) international students (3.7) diagnostic academic skills assessment (3.7) racial/ethnic minority students (3.7) freshman seminar/university 101 (credit) (3.7)

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SLEEPER: Highest ratings and SLEEPER: Highest ratings and bottom third of usagebottom third of usage

integration of advising with first-year transition programs (3.9)

organized student study groups (3.8) extended freshman orientation (credit)

(3.7) foreign language center/lab (3.7) peer mentoring (3.7) staff mentoring (3.6)

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DATA - !%&#!DATA - !%&#!%*&&@!%*&&@!

BORING!BORING!

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Section V: Top 3 InterventionsSection V: Top 3 Interventions

• mandated placement of students in courses based on test scores - 36%

• tutoring - 22%• remedial/developmental coursework

(required) - 20%• comprehensive learning assistance

center/lab 4%• academic advising center - 12%

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Section V: Top 3 InterventionsSection V: Top 3 Interventions

• early warning systemearly warning system - 12% - 12%

• freshman seminar/university 101 (credit)freshman seminar/university 101 (credit) – 10%– 10%

• summer orientationsummer orientation - - 10%10%

• training for faculty academic advisorstraining for faculty academic advisors - -10%10%

40 interventions between 1% and 9%

43 interventions not mentioned at all

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Top Four ClustersTop Four Clusters

Learning Assistance/Academic Support

Assessment

Academic Advising

Programs/Services for specific student sub-populations

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Comparing Attrition Factors

Top quartile first to second year retention rate (high performers) v. bottom quartile first to second year retention rates (low performers)• High = 69 institutions• Low = 70 institutions

All contributions to attrition rated 3.5 or higher Differential between high and low performers

of .2 or greater

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High/Low Attrition Differences

ITEM level of student

preparation for college-level work

level of student commitment to earning a degree

student personal coping skills

HIGH LOW

4.1 4.4

3.8 4.1

3.4 3.6

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Comparing Intervention Practices

Top quartile first to second year retention rate (high performers) v. bottom quartile first to second year retention rate (low performers)• High = 69 institutions• Low = 70 institutions

Included only items with a mean > 3.6 for all community colleges

High performer incidence rate > 10% above low performer incidence rate

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High/Low Intervention Differences

Intervention High Low reading center/lab  61% 48% comprehensive learning assistance center/lab 81% 70% increased number of academic 44% 32% advisors integration of advising with first-year transition programs 43% 28%

remedial/developmental coursework 51% 37%

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High/Low Intervention Differences

Intervention High Low pre-enrollment financial aid 93% 77% advising diagnostic academic skills 69% 41% assessment racial/ethnic minority students  63% 41% center(s) that integrates advising with career/life planning 61% 45% staff mentoring  29% 18%

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What Works in What Works in Student Retention?Student Retention?

ACT’s Fourth National Survey

on College Retention