what works to increase first-year student success in community colleges dr. wes habley principal...
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What Works to Increase
First-Year Student Success
in Community Colleges
Dr. Wes HableyPrincipal Associate
Educational ServicesACT, Inc.
Types of Attrition Expected and Justified
realized a goal other than a degree/certificate
Stopping Out not on our timeframe
Unnecessary and subject to institutional intervention
Definitions
RETENTION: the process of holding or keeping in one’s possession
ATTRITION: the process or state of being gradually worn down
PERSISTENCE: to continue to exist or prevail
Retention Trends 1983-2011 Freshman-Sophomore Year
Highest % Lowest % Current %
Two-Year Public
55.7 (’10) 51.3(’04) 55.4
BA/BS Public 70.0(’04) 66.4(’96,’05) 65.6
MA/MS Public 71.6(’06) 68.1(’89) 71.2
PhD Public 78.6(’10) 72.9(’08) 77.9
Two-year Private
72.6(‘92) 55.5(’08) 57.8
BA/BS Private 74.0(’89) 68.7(’10) 69.0
MA/MS Private 78.0(’85) 71.4(’10) 71.9
PhD Private 85.0(’85) 80.3(’10,’11) 80.3
Completion Trends1983-2011Two-year Colleges – Graduation in 3 years or less
Highest % Lowest % Current %
Public 38.8(’89)
25.5(’10)
26.9
Private 66.4(’90)
50.2(’08)
50.0
ALL 44.0(’89)
28.3(’10)
29.1WWW.ACT.ORGType “retention” in the search engine
% of 9th Graders
graduating H.S. in 4 years
College
enrollment
rate
% of 9th graders graduating in 4 and enrolling in college
All races 74.9% 70.1% 52.5%
White alone (non-Hispanic)
81.0% 69.2% 50.9%
Black Alone 61.5% 68.7% 42.3%
Hispanic (any race)
63.5% 49.3% 37.7%
Asian/Pacific Islander
91.4% 92.2% 84.3%
American Indian/Native Alaskan
64.2% N/A N/A
Sources: National Center for Educational Statistics and the US Census, 2010
College Participation/CompletionSome
College
AA/AS
Degree
BA/BS
Degree
Above a
BA/BS
All races 19.5% 8.5% 17.7% 9.3%
White (non-Hispanic) 20.0% 9.2% 19.9% 10.6%
White in combination. 19.4% 8.6% 18.1% 9.4%
Black alone 22.2% 8.1% 11.6% 5.6%
Black in combination 22.5% 8.2% 11.7% 1.1%
Hispanic (any race) 15.6% 5.8% 8.8% 3.1%
Asian alone 13.9% 6.6% 29.8% 18.7%
Asian in combination 14.6% 6.7% 29.5% 18.2%
U.S. Census, 2010: population 18 years or older
What Works in Student Retention What Works in Student Retention
(Beal and Noel, 1980). What Works in Student Retention
in State Colleges and Universities (Cowart, 1987)
What Works in Student Retention (Habley and McClanahan, 2004)
What Works in Student Retention (Habley, Valiga, Burkum and McClanahan, 2010) Overall responses:
Mailing: 3360 institutions Usable returns: 1104 (32.9%)
Community college responses: Mailing: 949 institutions 305 usable returns (32.1%)
WWW.ACT.ORGType “retention” in the search engine
Survey Details
Survey sectionsI. Background II. Retention and degree
completion ratesIII. Factors affecting attritionIV. Retention practicesV. Highest impact programs
1111
What Works…..
The data reported in this survey are based on the perspectives of the individuals who responded to the survey. In some cases responses were informed by data collected at the respondent’s institution
This session is the tip of the iceberg. Complete data reports are available at:
WWW.ACT.ORGType “retention” in the search engine
Coordination of retention – all Community Colleges
59.5% report that there is a person who is responsible for coordinating retention.
Most common titles Chief student affairs officer 26.1% Chief academic affairs officer 16.5% Coordinator of retention 13.6% Chief enrollment officer 11.4% Remaining titles < 7.5%
Retention/Degree Completion Goals
- all Community Colleges 32.1% of Community Colleges reported
having a goal for first to second-year retention
23.0% of Community Colleges reported having a degree completion goal
Factors affecting attrition
42 factors listed To 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
What Works in Student Retention (Habley, Valiga, Burkum and McClanahan, 2010) Overall responses:
Mailing: 3360 institutions Usable returns: 1104 (32.9%)
Community college responses: Mailing: 949 institutions 305 usable returns (32.1%) Community Colleges: >20%
Hispanic: 37 Community: >20% Black: 83
Highest rated attrition factors
Attrition Factor All
CC’s
>20%
Hisp.
>20%
Black
Preparation for college level work
4.3 4.3 4.1
Study Skills 4.1 4.3 4.0
Adequate personal financial resources
4.1 4.1 4.2
Commitment to earning a degree
4.0 3.8
3.8
Motivation to succeed 3.9 4.0 3.7
Highest rated attrition factors
Attrition Factor All
CC’s
>20%
Hisp.
>20%
Black
Student family responsibilities
3.9 4.2 3.8
Job demands on students 3.8 3.9 3.8
Low Socio-economic status
3.8 4.1 4.0
Amount of financial aid 3.6 3.9 3.9
Personal coping skills 3.6 3.6 3.3
Attrition rating at least .20 greater for community colleges >
20% Hispanic enrollment Level of preparation for
college level work Study skills Adequacy of personal
financial resources Student family
responsibilities Low socio-economic status
Attrition rating at least .20 greater for community colleges > 20% Hispanic enrollment
Level of motivation to succeed
Job demands Available financial aid Student commitment to
earning a degree Emotional support from
family and significant others
Attrition rating at least .20 greater for community colleges >
20% Black enrollment Adequacy of personal
financial resources Level of preparation for
college level work Study skills Low socio-economic status Available financial aid
Attrition rating at least .20 greater for community colleges > 20% Black enrollment
Family responsibilities Job demands Commitment to earning a
degree Motivation to succeed Student employment
opportunities
Retention Practices
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
Retention Practices 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)
Highest rated retention interventions
Intervention All
CC’s
>20%
Hisp.
>20%
Black
Reading center/lab 4.1 4.0 4.1Comprehensive learning assistance center/lab
4.1 4.0 4.1
Tutoring 4.1 4.2 4.1Mandated course placement based on test scores
4.1 4.1 4.1
Required developmental courses
4.1 4.1 4.0
Highest rated retention interventions
Intervention All
CC’s
>20%
Hisp.
>20%
Black
Increased number of academic advisors
4.0 4.0 3.8
Writing center/lab 4.0 4.0 4.0Program for 1st generation students
4.0 4.0 3.8
Advising interventions with selected student populations
3.9 3.8 3.8
Academic advising center 3.9 4.0 4.0
Highest rated retention interventions
Intervention All
CC’s
>20%
Hisp.
>20%
Black
Supplemental Instruction 3.8 4.2 3.9
Program for adult students
3.5 4.1 3.5
Freshman seminar (non-credit)
3.5 4.0 4.0
Staff mentoring 3.6 4.0 3.3
Programs for racial/ethnic minorities
3.7 4.0 3.7
Retention practices rated at least .30 higher for community colleges with high Hispanic enrollment Tutoring Mandated placement based on test
scores Supplemental instruction Required remedial/developmental
coursework Program for first generation
students Program for adult students Freshman seminar/University 101
(non-credit)
Retention practices rated at least .30 higher for community colleges with high Hispanic enrollment Recommended
remedial/developmental coursework
Foreign language center Mathematics center Academic advising center Staff mentoring Increased number of academic
advisors
Retention practices rated at least .30 higher for community colleges with high
Black enrollment Reading Center Comprehensive learning
assistance center Recommended placement based
on test scores Mandated placement based on
test scores Tutoring Writing center
Retention practices rated at least .30 higher for community colleges with
high Black enrollment Freshman seminar/University
101 (non-credit) Required
remedial/developmental coursework
Foreign language center Mathematics center Academic advising center Supplemental instruction
Top three practices - Community Colleges with high
Hispanic enrollmentPractice Hispanic
>20%
All Other
Community Colleges
Mandated placement of students in courses
32% 30%
Required remedial/development coursework
18% 19%
Tutoring 29% 19%Training of faculty advisors 11% 10%Comprehensive learning assistance center/lab
14% 13%
Academic advising center 11% 11%Early warning system 18% 13%
Top three practices - Community Colleges with high Black
enrollmentPractice Black
>20%
All other
Community Colleges
Mandated placement of students in courses based on test scores
40% 27%
Required remedial/development coursework
27% 17%
Tutoring 17% 22%
Training of faculty advisors 14% 10%
Comprehensive learning assistance center/lab
10% 16%
Academic advising center 10% 12%
Early warning system 13% 14%
Top Four Clusters
Learning Assistance/Academic Support
Assessment Academic Advising
Programs/Services for specific student sub-populations
Combining Percentage of Use with Item Means – all Community Colleges
Top one-third Middle one-third Lowest one-third
Highest rateditems
> 80% > 35% - 79% < 35%
Percentage of Institutions offering a specific intervention (INCIDENCE)
SLEEPERS: Highest ratings and bottom third of usage – all community colleges 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)
Comparing Intervention Practices – all Community
Colleges 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
High/Low Intervention Differences – all Community
CollegesIntervention 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
required 51% 37%
High/Low Intervention DifferencesIntervention 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%
What’s Next? Designate a visible individual to
coordinate a campus-wide planning team. Conduct a systematic analysis of the
characteristics of your students. Focus on the nexus of student
characteristics and institutional characteristics.
Carefully review high-impact strategies identified through the survey.
What’s Next? Do not make first to second year retention
strategies the sole focus of planning team efforts.
Establish realistic short-term and long-term retention, progression, and completion goals.
Orchestrate the change process. Implement, measure, improve!
What Works to Increase
First-Year Student Success
in Community Colleges
Dr. Wes HableyPrincipal Associate
Educational ServicesACT, Inc.