RETENTION RATES OF FIRST-TIME, PROGRAM PLACED STUDENTS

Exploring NOVA’s Key Performance IndicatorsSpring 2021

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KEY PERFORMANCE INDICATORS (KPI)

Recap: What are KPIs?• Identified and defined in the most recent strategic plan, Pathway to

the American Dream (p. 8)

• Selected based on indicators that most effectively measure student success:

• Milestones in academic progress

• Academic goal completion

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NOVA’S KEY PERFORMANCE INDICATORS

Associate Degree Completion within Three Years

Bachelor’s Degree Completion within Six Years

Student Success Indicators

Academic Progress Indicators

Gateway English and Math Completion

Transfer within Three Years by Number of Credits Earned

Retention Rates of First-Time, Program Placed Students

Excess Credits at Graduation

Completing Nine or More Core Credits in First Year

Student Success Point of View:

• Students take on financial and time commitments for their studies.

• Students who continue at NOVA can make progress toward their goals.

• Retention is an indicator of timely program completion and transfer.

WHY IS RETENTION IMPORTANT?

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WHY IS RETENTION IMPORTANT?

Institutional Point of View:

• Retention helps colleges provide consistent learning and student success experiences.

• Retention aligns with colleges’ recruitment and student success efforts.

• Retention supports colleges’ financial stability and sustains academic programs.

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APPROACHES THAT CONTRIBUTE TO RETENTION

The following approaches to retention are discussed in the Achieving the Dream Teaching and Learning Toolkit:• Advisement and Student Support• Centers for Teaching and Learning• Evidence-Based Pedagogy• Faculty Professional Learning (Professional Development)• High-Impact Practices (HIPs): Active Learning, Learning Communities, ePortfolios• Open Educational Resources (OER)• Student Success Mentors• Transparency in Teaching and Learning (TILT)The Community College Survey of Student Engagement (CCSSE) identifies “student effort” and “support for learners” as supporting retention. 6

Diversity

The presence of difference that may include race, gender, religion, sexual orientation, ethnicity, nationality, socio-economic status, language, (dis)ability, age, or political commitment.

Equity

The existence of an environment in which policies, practices, and beliefs are grounded in the principle of fairness and that acknowledges structural racism, gender disparities, and systemic poverty, while honoring the diversity of humanity. The environment explicitly prioritizes the success of all students to ensure that they have the necessary resources to fulfill their college and career goals.

Inclusion

A feeling of belongingness. Specifically, what a campus community does to make members feel valued, supported, respected, seen, and encouraged to reach their full potential.

GUIDING DEFINITIONS

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Source: NOVA DEI Office

RETENTION THROUGH AN EQUITY LENS

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COME AS YOU ARE.

BECOME WHO YOU WANT TO BE.

THAT IS OUR PROMISE.https://www.nvcc.edu/diversity/index.html

• Community colleges nationwide observe alarming achievement gaps in the retention rates of their students

• Historically at NOVA and other two-year institutions, the retention rates of the following groups have been lower than their counterparts:

• Students of a minority race or ethnicity

• Male students

• Older students

• First generation students

• However, NOVA’s goal is every student succeeds

RETENTION RATES OF FIRST-TIME, PROGRAM PLACED STUDENTS

Data Dashboard

Note: NOVA credentials are required to access the Key Performance Indicator data dashboards.

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INTERNAL RESOURCES

• NOVA Office of Institutional Research (2020). NOVA’s key performance indicators (KPIs). (Research Report no. 12-20). Retrieved from https://www.nvcc.edu/oiess/oir/report/Home/Report?id=1105

• NOVA Office of Institutional Research (2020). Key performance indicators (KPIs): Tracking progress of NOVA’s strategic plan. (Research brief no. 26-20). Retrieved from https://www.nvcc.edu/oiess/oir/report/Home/Report?id=1079

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EXTERNAL RESOURCES• Achieving the Dream (n.d.). Teaching and learning Toolkit. Retrieved from

https://www.achievingthedream.org/resource/18241/teaching-learning-toolkit-a-research-based-guide-to-building-a-culture-of-teaching-learning-excellence

• Bonet, G., & Walters, B. R. (2016). High-impact practices: Student engagement and retention. Community College Journal of Research and Practice, 50, 224-235. Retrieved from https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=1101&context=kb_pubs

• Community College Survey of Student Engagement (n.d.). Student engagement and student outcomes: Key findings from CCSSE validation research. Retrieved from https://www.ccsse.org/aboutsurvey/docs/CCSSE%20Validation%20Summary.pdf

• Fike, D.S., & Fike, R. (2008). Predictors of first-year student retention in the community college. Community College Review 36, 68-88. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.456.979&rep=rep1&type=pdf

• Wild, L., & Ebbers, L. (2002). Rethinking student retention in community colleges. Community College Journal of Research and Practice, 26, 503-519. Retrieved from http://www.southcentral.edu/webdocs/research_and_planning/AQIP_First_Year_Initiative_Documents/Rethinking%20Student%20Retention%20in%20CCs_2002.pdf 11

SUGGESTED TALKING POINTS

1. Practices/policies that would be most effective for retaining students.

2. Practical ways of holding meaningful conversations about retention.

3. Groups that should participate in these retention conversations.

4. Improvements that might help most with retention.

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