A Workshop to Improve Retention and Graduation Larry Abele Provost Emeritus

A Workshop to Improve Retention and Graduation

Larry AbeleProvost Emeritus

Director, Institute for Academic LeadershipFlorida State University

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In the midst of a recession education remains a huge advantage

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The advantages of parents’ education are transferred to their children

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Educational Level of ParentsSource: Chronicle of Higher Education, August 27, 1999

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Institutions Have a Large Effect on Retention and Graduation

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Why are Attrition Rates High and Graduation Rates Low?

Lack of Policy Focus or Attention:Almost all states fund enrollment or student

credit hours.Rankings either do not include graduation

rates or give them little weight.Focusing on Retention/Graduation has not

been part of our culture.

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Why Students SAY They’re Withdrawing

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“You aren’t Green

enough.”

“I should have waited to come to FSU

for my Master’s, the Bachelors was just too much.”

“I am in debt and

am going to Alaska

to prospect for gold.”

“My sister is going to

have a baby

and I want to get to know

my nephew.”

“I want to follow my boyfriend;

he is going to a Christian college in Texas and

we want to live together.”

“I need to go back to my high school; I had a lot more friends there.”

“I’m going surfing in California.”

Three Critical Elements of a Retention/Graduation Program

(Creating a Culture of Success)

1. An individual, by status or personality, must drive the process and have access to human and financial resources.

2. A process based on detailed data must be established and maintained for at least five years.

3. There must be a team of individuals from across campus committed to student success who meet weekly to assess progress.

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8 ©2013 U.S. Education Delivery Institute

Data

Strategies

People

Are we using data?

Do we have the

right people

involved?

Are we doing the right things?


Effective student success efforts are dependent on having the right people

•Elements to Increase Student SuccessDo we

have the right

people in place?


The team operate differently from typical committees by focusing on analysis, action, and

accountabilityCross-Campus TeamTypical Committee

Formal ChargeFormal Charge

▪ Remove institutional barriers hindering student success

▪ Provide analysis and/or identify recommendations for an institutional priority or issue

CompositionComposition▪ Rich mix of people who work

day-to-day serving students, includes front-line practitioners

▪ Senior-level administrators, usually several levels removed from students

FunctionFunction▪ Operates as a true workgroup,

defining tasks to be done and completing them

▪ Advisory in nature; outlines the work others on campus are to undertake

Accountability

Accountability

▪ Defined by measurable and specific changes in student outcomes and performance

▪ Vaguely defined, if at all

RoutinesRoutines▪ Weekly, on-going meetings

where progress is assessed continuously

▪ Data-driven

▪ Convene on an intermittent basis, usually for a finite period of time

Overall Perspective

Overall Perspective

▪ Driven by the mindset that all students can succeed; student-centered in their thinking

▪ Not well-defined


Every member of the team has specific responsibilities to move the student

success work forward▪ Convene the team on a regular and frequent basis▪ Ensure institutional research capacity and facilitate access to

data▪ Provide continuous push for improvement in practices, policies,

and programs▪ Model the mindset that every student is worth saving

Leader

▪ Ensure that the cross-campus team has the data it needs in the appropriate formats

▪ Provide guidance on how to interpret data when needed▪ Help team members assess the efficacy of their interventions

and strategies

Institutional Research

▪ Work continuously to identify institutional barriers that impede student success

▪ Devise and implement specific strategies and interventions to remove barriers

▪ Provide regular updates on progress of their efforts and tasks completed

Team Member


The team met weekly to address key questions, make decisions, and sustain

momentum

Diagnose Problems

▪Which students are progressing as planned? Which students are not? Why?

▪What seems to be impeding student progress or performance?

Problem- Solve

▪Where should we intervene?▪What can we do that might make a

difference?

▪What additional supports can we put in place?

▪What changes to our policies, programs or practices might we make that would be helpful?

Plan

Evaluate▪Are our efforts having the impact we

intended?▪Do we have the right strategies and

supports in place?

Report▪What have we accomplished since our last

meeting?▪What achievements or accomplishments

can we celebrate?

Followed by an ACTION-oriented line of questioning

WHO will take responsibility for

intervening?

WHEN will that happen?

HOW will ourprogress be assessed?

WHERE we will see results?


Data analyses to understand progress and underscore decision-making were integral

to the team’s work•Moving Florida State Students with 110+ credits to Graduation

Institutional researcher conducts analyses and discovers that in year 2000 the campus had 7,000 students with more than 110 credit hours who have not filed their intent to graduate.

Team discusses how to move these students to graduate. What can we do to change this situation?

Team develops policy that: (1) Places a hold on students’ registration; (2) Mandates students meet with an advisor to have hold removed; and (3) Has students attend workshop on choosing a major.

Regular progress check shows the policy change to be effective. By 2006, the number of students with more than 110 credit hours is reduced to 3,011. By 2009, the number of students drops to 1,540.

Diagnose

Problem

Problem-Solve

Plan

Evaluate


Weekly meetings are a powerful routine that can drive progress on student success goals forward

•Benefits of Florida State’s Weekly•Team Meeting

Intensive Focus: Everyone comes together to focus on student outcomes and the larger goal of student success

Drives Performance: Work is clearly defined so team members know what they have to do on a day-to-day basis

Provides Discipline: Weekly updates on progress made or tasks completed helps to hold the team accountable for their efforts

Ensures Consistent Engagement: Team does not go for long periods of time without checking in on progress

Builds Momentum: Achievements or gains reported in the meeting help the team stay committed

Excerpts from Weekly Agenda

Advising First: Jane reported that advisors are busy finishing registration. Exploratory students have a mandatory advising hold. The Coaching Center is occupied with last meetings. Meeting rates are high.Office of National Fellowships: Bill reported that 2 more sophomore Hollings Scholars have been chosen in addition to 3 juniors already receiving the scholarship. Bill also noted that 3 graduating students have been awarded $100,000 from the National Science Foundation for graduate study. All of these students were URCAA winners.

Our team developed a series of 93+ action steps aligned with every month of

the academic calendar


It is important to know when, where and how much contact advisors had with students

Extent of advising outreach activity

per month

Advising activity and where it took place on campus

Number of student contacts made by

advisors


Effective student success efforts are also dependent on having the right

information•Elements to Increase Student Success

Are we collecting the right

information?


It is helpful to identify the drivers of performance to better understand the root causes of attrition

“What do I think the root cause of the problem is?”

“What do I think the solution is?”

“What would I have to believe in order to take action?”

“What information do I need?”

Hypotheses

Data

“Where can I get it?”

“Based on what I learned, can I confirm or reject the hypothesis?”

TYPICAL ATTRITION TABLE

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LOSS OF STUDENTS OVER NINE YEARS

In looking at attrition rates, there is a range of rates at different points in time related to student

background characteristics.

• 1995-2005Yearly Attrition Rates by Cohort: White, Female, First-Time In-State Students

0.5%1.6%

0.9%3.3%

2.1%3.9%

6.7%9.8%

10.2%17.1%

MINMAX

Traditional students experience the largest attrition rates in the first year.

Hispanic female Pell recipients exhibited very different attrition rate patterns, suggesting the need for close interaction

with the students and their families.

Yearly Attrition Rates by Cohort: Hispanic, Female, Pell Recipient, First-Time In-State Students

6.3%17.6%

MINMAX

6.9%17.7%

-1.2%10.5%

0%4.1%

-1.4%3.9%

Black male Pell recipients also exhibited very different attrition rate patterns, suggesting the need for continued support over time

to avoid dropouts.

1995-2005

Yearly Attrition Rates by Cohort: Black, Male, Pell Recipient, First-Time In-State Students

6.0%14.0%

MINMAX

3.3%15.3%

-0.9%13.6%

0%11.0%

0%11.1%


Status of students six years after withdrawing*

GPA No Record AA/Cert. BA/BS + Cohort %

0-1.99 66.1% 23.2% 10.7% NA

2.0-2.99 46.4% 16.1% 37.5% 67%

3.0-4.0 16.3% 9.7% 74.0% 82%

Total 45.4% 16.9% 37.5% 74%

*2004, 2005 Entering Cohorts, Student Data Clearinghouse, n=3115


Benefits of first year residence on campus persist to graduation

High risk living on campus

Low Risk living off campus

First Year Retention 93.3% 83.4%

Four-year Retention/ Graduation

81.1% 73.9%

Grade Point Average 2.82 2.62

Avg of 2004,05,06,07 cohorts; Housing Study


The data identified chokepoints and bottlenecks on student progress and illuminated steps for active intervention

110+ credits110+ credits

High Enrollment

courses/Low Pass Rates

High Enrollment

courses/Low Pass Rates

Undeclared Majors

Undeclared Majors

Students amassing more credits than needed; not declaring their intent to

graduate in a timely manner

Low pass rates prevented students from being able to move into a major

or take on higher level coursework

Student Patterns

Students not declaring a major in a timely matter; losing out on the

benefits of having an academic home and connections to faculty

Change Implemented

POLICYCHANGE

Hold Registration

POLICYCHANGE

Hold Registration

PROGRAM CHANGE

Add more help sessions

PROGRAM CHANGE

Add more help sessions

CHANGE IN PRACTICEAcademic Mapping

CHANGE IN PRACTICEAcademic Mapping

Top Ten Enrolled Courses

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Focus on high enrollment low success courses

Courses with High D/F Grades


Effective student success efforts are also dependent on the right institutional strategies

•Elements to Increase Student Success

Are we doing the

right things?


There is no silver bullet.You increase retention

literally one student at a time.


The team used data to identify strategies ensuring they covered students from the time they entered until they

graduated

•Overview of Student Success Strategies

Type of Strategy

Description FocusExample of Strategy

Bridge-Building

Programs that help students successfully make the transition from high school to college

1st year of college

Living Learning CommunitiesFreshmen Interest Groups

Charting a Course

Efforts that help students successfully navigate the process of declaring a major in a timely manner

2nd year of college; sophomore

status

Academic MappingChoosing a Major Workshop

Consistent Support

Support services that aid students in continuing to meet academic requirements of the institution

On-going basis,

throughout time in college

Advising & Tutoring CARE Success Coaching

Every strategy was regularly monitored and evaluated for its overall impact on student success.

Living Learning Communities & Freshman Interest Groups

Improve Student Retention & Graduation


Every strategy was measured against important progress metrics such as term-to-term attrition, grade point average, and major selection rate

•Impact of a Success Coaching Program

Program that provides support for students around these 7 “soft” factors that influence retention and graduation:

Commitment to graduation Managing commitments Finances School community Academics Effectiveness Health & Support

Program Description Overall Impact

Source: Florida State University

Distribution of Excess Hours by Student Type*

n Type Mean Median Range

1785 FTIC 135.5 131 120-254

1037 AA 135.9 131 120-269

261 Transfer** 137.6 133 120-254

3,083 135.9 131 120-269

*None of these students have applied for graduation.** Transferred from another university without a degree.

Source: http://www.academic-guide.fsu.edu/

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Every Major is Given a Term by Term Course Schedule

http://www.academic-guide.fsu.edu/


Academic Maps consist of three essential components – the narrative, sample schedule, and milestones

Source: http://www.academic-guide.fsu.edu/Maps/Mapaccounting.html

The narrative explains the use of academic maps and any specific information about degree requirements, including admissions requirements

The sample schedule outlines which courses should be taken in which specific term in order to satisfy all requirements

The Milestones identify critical courses for timely progress and the last semester in which they can be completed for on-time graduation

http://www.academic-guide.fsu.edu/Maps/Mapaccounting.html


Source: http://www.academic-guide.fsu.edu/Maps/Mapaccounting.html

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Students Must Complete Milestone Courses or a Hold is Place on their Registration




The Academic Map template included in your binder can be used as a guide for further developing Maps for your institution


Academic Maps are more than academic schedules; they must be accompanied by key policy changes

1. Require early declaration of interest area or major

2. Take account of general education requirements

3. Establish Milestones (key courses, factors, or events that must be completed by a specific time in order to stay on track) Have Milestones for each semester Hold registration and require advising if students

miss Milestone Require change of major if students miss Milestones

for two semesters


Academic Maps provide significant benefits for students as well as institutions

Students save time and money by avoiding unnecessary

courses and reducing time to degree

Departments know the number of majors and progress toward degree

Institutions can predict student demand for major level and prerequisite courses

Institutions can effectively allocate advisors

Classrooms can be scheduled optimally

Faculty can plan two-year teaching schedules


Academic Maps and associated policies effectively reduced the number of students with excess hours

YearStudents with Excess Hours

Graduation Rate

2000 7382 70.8%

2006 3011 -------

2009 1540 73.9%


The team did retrospective analysis to better understand how different groups of students progressed to graduation

•Example of Retrospective Analyses

Retrospective analysis of

all non-retained students, term by

term

Retrospective analysis of all possible subgroups of students

Matched the two

analyses and

designed interventions to address

the observed patterns

Randomly assigning half of the students to

a mandatory “success”

course improved term to

term retention by 12.3% and

year to year by 9.1%

Discovered summer students

who have a GPA of 2.0 or below have an attrition

rate greater than 50% during the next two

terms

What happens to students who perform poorlytheir first term?

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LOSS OF STUDENTS AFTER A POOR TERM

Overview of the Course

• Course Topics:– Choosing Success (HS vs. college & resources)– Memory & Learning– Time Management & Procrastination– Note Making– Learning Styles & Test Prep– Grades & Other Feedback– Active Reading– Critical Thinking

Impact of A Student Success Course

• Among course completers, the first-year retention rate is increasing over time.

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First-Year Retention Rate of Course Completers2007-2010 Cohorts

Cohort 2006 2007 2008 2009 2010% 54% 63% 65% 71% TBD

+/- -- -- 2% 6% --

The Center for Academic Retention and Enhancement Program

– Recruits First Generation students primarily of low socioeconomic status

– Operates Summer Bridge Program

– Early arrival a week before classes

– Mandatory activities

– On-campus housing with CARE counselors as well as traditional RAs

– Tracks, assists and mentors students45

Key Strategies for CARE1. Early and continuous contact with students during

Middle School

2. Large (>200) and diverse cohorts, including academic diversity

3. Financial aid to cover 100% of costs at least initially

4. Start College during Summer with

– A pre-classes week of introductory programs

– Mandatory participation in

• Academic advising

• Study Hall

• Tutoring

• Social Activities

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Key Strategies for CARE(continued)

5. Campus-wide Knowledge and Support

6. Constant contact throughout college using paid mentors and tutors

7. Immediate and Aggressive Follow-up for any Student having difficulties

8. Honor societies focused on underrepresented students, e.g., W.E.B. DuBois Honor Society and Oscar Arias Sanchez Honor Society

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Center for Academic Retention and Enhancement (CARE)

– CARE Retention Rate94.2%

– All FTIC Retention Rate90.7%

– CARE Graduation Rate74.0%

– All FTIC Graduation Rate69.7% 48

Low Cost Effective Strategies - I

• Academic Mapping for each Degree: term by term course schedule with must take courses required: +3.1%

• Action steps with student contact aligned with the academic calendar

• Moving Advisors to where the students are at the time when they are there; recording all interactions/questions by time-of-day by day-of-week.

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Low Cost Effective Strategies - II

• Place High Risk Students in Residence Halls• W.E.B. Du Bois Honor Society• Oscar Arias Honor Society• Freshmen Interest Groups (FIGS): + 3.9%• Learning Communities in Residence Halls: +3.8%• Encourage strong attendance policies in courses

with high percentages of D and F grades; quarter term and mid-term reports to advisors

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Higher Cost Effective Strategies• Re-engineer Low Success Courses

• Add programs for High Risk students: +3.5%

• Add Advisors

• Add Tutors in selected courses

– Drop in tutoring

– Tutoring by appointment

• Add “Successful Learning Strategy” course: +

• Add Success Coaches: +2.3%

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Strategies for high end students

Expanded Honors Program

Expansion of Undergraduate Research

Undergraduate Research Symposia

Competitive Grants Program

Office of National Fellowships

Campus Lecture Series Run by Students

Significant gains in student success are possible but require sustained commitment over time.

Implementation Timeline of Strategies

FSU's Ten-Year Graduation Trend

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2004 COHORTAFRICAN AMERICAN 77%ALL 74%FIRST GENERATION, PELL 72%HISPANIC 70.4%

2004 COHORTAFRICAN AMERICAN 77%ALL 74%FIRST GENERATION, PELL 72%HISPANIC 70.4%

Improving Retention Will Yield a Significant Increase in Degrees

Source: Florida State University.

Additional degrees =

2,544

Additional minority degrees =

783

+47.6%

+31.2% +176.2%

Questions?

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A Workshop to Improve Retention and Graduation Larry Abele Provost Emeritus

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Transcript of A Workshop to Improve Retention and Graduation Larry Abele Provost Emeritus