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Adult Student Retention at Shorter UniversityProposal for the Associate of Science ProgramPresented By:Robin Holt McLaren

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42% of freshmen who enter college never complete the degrees they enrolled to pursue within a 6-year timeframe (NCES, 2008).

National Center for Educational Statistics (2008) estimates that around National Statistics* Recent research (2006) has demonstrated that attaining a degree makes a critical difference in the financial well-being of citizens. On the average, baccalaureate graduates earn almost three times more than their high school counterparts. For every 100 ninth graders, 68 graduate high school and only 40 enroll in college. 13 college students, one-third, will drop out the first year and only 18 graduate. Less than half of our enrolled college students attain a college degree in six years! By any standard this is a failure.

Adult Student RetentionGoing, going, gone

IntroductionResearch Problem

CAPP serves over 1700 Adult students. Of this number approximately 800 are enrolled in the Associates Program (AS). Annually in the AS program 400 new enrollments are expected and achieved. However, with this great lead generation creating a large front door into the institution, a large back door exists as well. The CAPP AS program is seeing 60% of its enrollments leave (attrition) the program very early on. This attrition leads to frustrated learners and damage to the institutional brand. The purpose of this proposal is to reduce attrition in the AS program and thereby increase persistence toward degree completion for the Adult Learners enrolled in Shorter Universitys AS program.

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Problem StatementShorter University seeks a measurable increase in both retention and persistence for its adult degree programs. Currently the retention rate is at 40% with makes the attrition rate 60%.Retention of 50% to 60% is the nations mean for Adult Students in Higher Education (NCES, 2008).

While these definitions are simple and easy to understand, student paths are rarely this direct or straightforward. When looking at enrollment patterns that defy, or at least stretch these basic definitions we find: Student A: Enrolls in a university, remains enrolled for two years, and stops out to return six years later. Student B: Enrolls in a university, remains for one year and transfers to another university to complete the degree.

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Student C: Enrolls in two community colleges simultaneously, ultimately earning a certificate from one of them. Student D: Enrolls in college but does not complete any credits. The next year the student reenrolls and remains continuously enrolled to degree completion. Student E: Begins in a community college and successfully transfers to a university. However, the student is not successful at the university and leaves prior to earning any credits. The next semester the student returns to the community college taking the few remaining courses necessary to earn an associate degree. Student F: Enrolls for a full-time load of 5 courses (15 units of college credits), but drops all but one class (3 units). Student G: Enrolls in two courses, drops one keeping only a physical education course. Student H: Enrolls in a community college for a full load of remedial courses, reenrolling in the same courses the next semester because he/she has not yet mastered the material. Student I: Enrolls in a full time load of courses, but due to low GPA and lack of progress is academically suspended. Student J: Due to unlawful behavior, is judiciously expelled from the university.

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Operational Definitions

Continuance of a student in school or college enrollment. A student who enrolls in college and remains enrolled until degree completion The National Center for Education Statistics, however, differentiates the terms by using retention as an institutional measure and persistence as a student measure. In other words, institutions retain and students persist. Another term commonly used with retention is attrition. Attrition is the diminution in numbers of students resulting from lower student retention. 6

Secondary Sources

Literature ReviewBean, J.P. (1980). Dropouts and turnover: The synthesis and test of a causal model of student attrition. Research in Higher Education, 12(2), 155-187.Braxton, J.M. & Lee, S.D. (2005). Toward a reliable knowledge about college student departure. In Seidman, A. (Eds) (2005). College student retention: Formula for student success. Westport, CT: Praeger. Kuh, G. D., Kinzie, J., Schuh, J. H., Whitt, E. J., & Associates. (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey-Bass.Metz, G. (2004). Challenge and changes to tinto's persistence theory: A historical review. Journal of College Student Retention, 6(2), 191-207. Retrieved April 29, 2010, from OmniFile Full Text Mega database,National Center for Education Statistics (NCES). (2008). Digest of education statistics 2009. Washington, DC: U.S. Department of Education.Tinto, V. (1982). Limits of theory and practice in student attrition. Journal of Higher Education, 53(6), 687- 700.Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago, IL: University of Chicago Press. Tinto, V. (2003). Student success and the building of involving educational communities. Higher Education Monograph Series, Syracuse University, No. 2. Tinto, V., & Cullen, J. (1973). Dropout in higher education: A review and theoretical synthesis of recent research. [S.l.]: Columbia Univ. Teachers College. Retrieved January 3, 2010 from ERIC.

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Secondary SourcesEngagement of both onsite and remote resources

Key stakeholder strategy sessions

Core process mapping

Data mining the business intelligence system and decision support system Shorter University already has in place (Cooper & Schindler, 2011).A literature review will be helpful to pinpoint more of the components experts have found to be key retention factors (see Appendix).Accounting reports generated by the accounting department. Especially the withdrawal report with coding.Exit interviews are conducted whenever a student graduates or withdrawals.Student orientation surveys are given during the end of the first class. This survey asks questions about ways to improve orientation and assess whether the student understood all the necessary information.Retention calling reports are generated by and outside service that calls new students systematically throughout their degree completion program.Satisfaction and needs surveys are given to students once a term through their email9

Research Objectives

Retention

Applicant ReadinessEarly Warning SystemsRemediation

Other Factors

How does the content of the program affect retention?How does the Faculty affect retention?How does persistence affect title iv and SACS?

Continuance of a student in school or college enrollment. A student who enrolls in college and remains enrolled until degree completion The National Center for Education Statistics, however, differentiates the terms by using retention as an institutional measure and persistence as a student measure. In other words, institutions retain and students persist. Another term commonly used with retention is attrition. Attrition is the diminution in numbers of students resulting from lower student retention. 13

Back End Student ServicesFinancial Aid:Are students getting enough funds to complete his/her program?Are students receiving aid in a timely manner?Registrar/Academic Advisor:Are the students getting registered and evaluated correctly?Are students getting advised correctly?Accounting Services:Are the student funds being processed in an efficient and accurate manner?

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Research SignificanceImportance and Benefits

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Research Significance

Each student who drops out costs a school thousands of dollars in lost investment and future revenue (Braxton, 2005).

The United States is competing globally for these high value jobs and careers and the higher education system must prepare their students for this reality (Tinto, 1993).

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Research designHow can the CAPP improve retention and lower attrition rates in the AS program?

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Research Design Elements

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Data AnalysisTrack STOP coursesReturn retention concernsPerformance Grid

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Results: deliverablesRetention Value Metrics

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Retention Value Metric #1

If attrition is reduced from 60% to 50%, 40 extra students= year one retained income of $396,900 on new prospect enrollment = if annualized over a five year impact, that 10% change = $1,984,500 in retained income

If attrition is reduced from 60% to 40%, 80 extra students= year one retained income of $793,800 on new prospect enrollment = if annualized over a five year impact, that 20% change = $3,969,000 in retained income 21

Persistence Value Metric #2If persistence to graduation can be increased :

= value to brand, mission integrity, validation to Federal Title IV disbursement and SACS accreditation

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Deliverables Interviews of key stakeholders Benchmarking industry best practices and providing comparison data Providing recommendations for strategy and tactics setting A comprehensive report on these factors

interviews of key stakeholders in each mission critical area of the AS program dealing with adult students and their retention and persistence Benchmarking industry best practices and providing comparison data with the colleges current practices. Providing recommendations for strategy and tactics setting A comprehensive report on these factors

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Deliverables Several days onsite conducting process mapping for core mission-critical processes Ongoing process management and team meetings both onsite and virtual o Measuring progress o Clear feedback loops o Visible change

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Change Initiative Partnership$60,000One feeNo travel costsNo meter runningTime6 monthsThe project terminates at the end of the cycles Budget and Time

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Questions?