Transcript

1

WHAT WORKS IN WHAT WORKS IN STUDENT RETENTIONSTUDENT RETENTION

Dr. Wes HableyPrincipal Associate

Educational ServicesACT, Inc.

2

3

Expected and Justified realized a goal other than a

degree/certificateStopping Out

not on our timeframeUnnecessary and subject to

institutional intervention

4

The process of holding or keeping in one’s possession

5

The process or state of being

gradually worn down.

Migrant Mother, Dorothea Lange

Library of Congress, Prints and Photographs Division

[ reproduction number LC-USF34-9058-C]

ATTRITIONATTRITION

6To continue to exist or prevail

7

Highest %Highest % Lowest %Lowest % Current %Current %

Two-Year PublicTwo-Year Public 53.753.7(’08,’09)(’08,’09) 51.351.3(’04)(’04) 53.753.7

BA/BS PublicBA/BS Public 70.070.0(’04)(’04) 66.466.4(’96,’05)(’96,’05) 67.667.6

MA/MS PublicMA/MS Public 71.671.6(’06)(’06) 68.168.1(’89)(’89) 69.869.8

PhD PublicPhD Public 78.178.1(’04)(’04) 72.972.9(’08)(’08) 74.474.4Two-year PrivateTwo-year Private 72.6(‘92)72.6(‘92) 55.5(’08)55.5(’08) 55.555.5

BA/BS PrivateBA/BS Private 74.0(’89)74.0(’89) 69.6(’08)69.6(’08) 69.969.9

MA/MS PrivateMA/MS Private 78.0(’85)78.0(’85) 72.3(’08)72.3(’08) 72.072.0

PhD PrivatePhD Private 85.0(’85)85.0(’85) 80.4(’08)80.4(’08) 80.680.6

8

Highest %Highest % Lowest %Lowest % Current %Current %

BA/BS PublicBA/BS Public 52.852.8(’86)(’86) 39.639.6(’06)(’06) 43.043.0

MA/MS PublicMA/MS Public 46.746.7(’86)(’86) 37.037.0(’00)(’00) 38.438.4

PhD PublicPhD Public 50.650.6(’89,’90)(’89,’90) 45.045.0(’01)(’01) 48.748.7

BA/BS PrivateBA/BS Private 57.557.5(’06)(’06) 53.353.3(’01)(’01) 55.955.9

MA/MS PrivateMA/MS Private 58.458.4(’88)(’88) 53.553.5(’01)(’01) 54.854.8

PhD PrivatePhD Private 68.868.8(’86)(’86) 63.163.1(05)(05) 65.165.1

NATIONALNATIONAL 54.654.6(’90)(’90) 50.950.9(‘01)(‘01) 52.652.6

9

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

Four-year public college responses: Mailing: 598 institutions 258 usable returns (43.1%)

10

Survey sectionsI. Background II. Retention and degree completion

rates

III. Factors affecting attritionIV. Retention practicesV. Highest impact programs

11

42 factors listedTo what degree does each factor

affect attrition at your school 5 = Major effect on attrition 4 3 = Moderate effect on attrition 2 1 = Little or no effect on attrition

12

What Works…..Disclaimer

The data reported in this survey are based on the perspectivesperspectives of the individuals who responded to the survey. In some cases responses were informed by data collected at the respondent’s institution. It is inappropriate to suggest that there is an empirical relationship between any factor or intervention and student retention.

13

level of student preparation for college-level work (3.9)

adequacy of personal financial resources (3.9)

student study skills (3.8)amount of financial aid available

to students (3.7)

Highest Rated Contributions to Attrition

14

level of student motivation to succeed (3.6)

level of student commitment to earning a degree (3.6)

level of job demands on students (3.5)

student low socio-economic status (3.5)

Highest Rated Contributions to Attrition

15

student educational aspirations and goals (3.4)

student personal coping skills (3.3)

student first-generation status (3.3)

student family responsibilities (3.2)

level of certainty about career goals (3.2)

Highest Rated Contributions to Attrition

16

adequacy of personal financial resources (69.2%)

level of student preparation for college-level work (66.0%)

student study skills (64.5%)

amount of financial aid available to students (59.9%)

level of student motivation to succeed (57.1%)

level of job demands on students (52.4%)

level of student commitment to earning a degree (52.2%)

student low socio-economic status (50.2%)

17

We have….. a beautiful campus great facilities a rich set of co-curricular experiences

excellent academic programs an outstanding faculty

18

WRONG STUDENTSWRONG STUDENTS

19

level of intellectual stimulation in the classroom (2.7)

quality of interaction between staff and students (2.7)

relevancy of curricula (2.6)distance from students'

permanent homes (2.6)extracurricular programs (2.5) residence hall facilities (2.5)

20

cultural activities (2.4)programs to support students'

transition to residence hall living (2.3)

student physical health issues (2.2)

rules and regulations governing student behavior (2.1)

campus safety and security (1.9)

21

relevancy of curricula (20.9%) residence hall facilities (20.7%) extracurricular programs (16.7%) programs to support students'

transition to residence hall living (15.8%)

cultural activities (13.0%) student physical health issues (12.7%) rules and regulations governing

student behavior (10.2%) campus safety and security (8.5%)

22

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

23

24

94 identified retention practices 2 wild cards Two sub-sections:

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

▪ Five-point Rating Scale▪ 5 = Major Contribution to Retention▪ 4▪ 3 = Moderate Contribution to Retention▪ 2▪ 1 = Little or no contribution to Retention

25

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

sub-populations (10) Other activities/programs (10)

26

academic advising center (4.0) increased number of academic

advisors (4.0)advising interventions with

selected student populations (4.0)comprehensive learning

assistance center/lab (3.9)

27

supplemental instruction (3.9)first-generation students (3.9) required on-campus housing for

freshmen (3.9) reading center/lab (3.9) tutoring (3.8)

28

summer bridge program (3.8)extended freshman orientation

(credit) (3.8)honors student program (3.8) integration of advising with first-

year transition programs (3.8)

29

library orientation, workshop, and/or course (2.9)

degree guarantee program (2.9) learning styles assessment (2.9)vocational aptitude assessment

(2.9) recognition/rewards for non-

faculty academic advisors (2.9)values assessment (2.8) recognition/rewards for faculty

academic advisors (2.8)personality assessment (2.6)

30

Combining Percentage of Use with Item Means

Top one-third Middle one-third

Lowest one-third

Highest rateditems

Lowest rateditems

Percentage of Institutions offering a specific intervention (INCIDENCE)

31

32

advising interventions with selected student populations (3.9)

tutoring (3.8) honor students (3.8) mathematics center/lab (3.8) freshman seminar/university 101 (credit)

(3.7) study skills course, program, or center

(3.7) writing center/lab (3.7) mandated placement of students in

courses based on test scores (3.7)

GOOD BET: High ratings and high incidence

33

academic advising center (4.0) comprehensive learning assistance

center/lab (3.9) supplemental instruction (3.9) required on-campus housing for

freshmen (3.9) summer bridge program (3.8) integration of advising with first-year

transition programs (3.8)

CONSIDER: High ratings and moderate

incidence

34

increased number of academic advisors (4.0)

first-generation students (3.9) reading center/lab (3.9) extended freshman orientation

(credit) (3.8) staff mentoring (3.6) extended freshman orientation (non-

credit) (3.6) center that integrates academic

advising with career/life planning (3.6)

SLEEPERS: High ratings and low incidence

35

BORING!BORING!

36

freshman seminar/university 101 (credit) (24%)

supplemental instruction (16%) tutoring (15%) advising interventions with selected

student populations (14%) living/learning communities

(residential) (14%) mandated placement of students in

courses based on test scores (13%)

37

academic advising center (12%) summer orientation (11%) early warning system (10%)

43 interventions between 1% and 9% of the institutions

42 interventions not mentioned at all

38

Learning Assistance/Academic Support

Academic Advising

First-year Transition Programs

Highest Rated Clusters

39

Comparing Attrition FactorsTop quartile first to second year

retention rate (high performers) v. bottom quartile first to second year retention rates (low performers) High = 66 institutions Low = 67 institutions

All contributions to attrition rated 3.5 or higher

Differential between high and low performers of .2 or greater

40

High/Low Attrition Differences

ITEM level of student

preparation for college-level work

adequacy of personal financial resources 

student study skills  

amount of financial aid available to students 

HIGH LOW 3.32 3.32

4.214.21

3.52 3.52 4.334.33

3.38 3.38

4.10 4.10 3.40 3.40

3.86 3.86

41

High/Low Attrition Differences

ITEM level of student

motivation to succeed 

level of student commitment to earning a degree

level of job demands on students  

student low socio-economic status  

HIGH LOW 3.32 3.32

3.803.80

3.15 3.15 3.833.83

3.00 3.00 4.064.06

3.03 3.03 4.034.03

42

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 = 66 institutions Low = 67 institutions

Included only items with a mean > 3.6 for all four-year public colleges

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

43

High/Low Intervention Differences

increased number of academic advisors  (43% - 30%)

advising interventions with selected student populations (96% - 82%)

supplemental instruction  (75% - 64%)

summer bridge program  (75% - 49%)

honor students  (91% - 73%)

44

High/Low Intervention Differences integration of advising with first-

year transition programs (72% - 48%)

training for non-faculty academic advisors (84% - 67%)

faculty mentoring  (74% - 45%) living/learning communities

(residential)  (84% - 42%) international students  (87% - 60%)staff mentoring  (57% - 31%)

45

46

WHAT WORKS IN STUDENT RETENTION

Dr. Wes HableyPrincipal Associate

Educational ServicesACT, Inc.

47

WHAT WORKS IN STUDENT RETENTION

http://www.act.org/research/policymakers/reports/retain.html

Four-year Public Colleges November 4 from 3:30–4:30 EST

Free WebinarFree Webinar


Top Related