Effectiveness of Selected Supplemental Reading Comprehension
Evidence of CSUN’s Educational Effectiveness: Selected Data Sources
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Evidence of CSUN’s Educational Effectiveness: Selected Data Sources Bettina J. Huber Director of Institutional Research Preparing for the Second WASC Site Visit 9 September 2011
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Evidence of CSUN’s Educational Effectiveness: Selected Data Sources. Bettina J. Huber Director of Institutional Research Preparing for the Second WASC Site Visit 9 September 2011. Overview. Gains in Undergraduate Persistence Transfer Students First Time Freshmen - PowerPoint PPT Presentation
Transcript of Evidence of CSUN’s Educational Effectiveness: Selected Data Sources
Evidence of CSUN’s Educational Effectiveness: Selected Data Sources
Bettina J. HuberDirector of Institutional Research
Preparing for the Second WASC Site Visit9 September 2011
Overview
• Gains in Undergraduate Persistence• Transfer Students• First Time Freshmen
• Talking to the WASC Visitors
A Comparative View of Persistence at CSUN
• Data Sources• Multi-year campus-specific CRSDE persistence data• Multi-year CSU data on FTF proficiency at entry
• Persistence Measures Examined• One-year continuation rates• Proficiency at entry (FTF only)• Graduation rates (6 years for FTF; 3 years for FTT)• Likely graduates: students who have graduated or are still
enrolled at a fixed point after entry (e.g., 3 years or 6 years)
A Comparative View of Persistence at CSUN
• CSU Campus Groupings Examined• The system as a whole• Large campuses (n=6)• Los Angeles Basin campuses (n=5)
• Subgroups Examined• Two gender groups• Four racial and ethnic groups
Racial and Ethnic Subgroups Considered
• Traditionally Underserved Students• American Indian• Pacific Islander• African American• Latina/o
• Better Served Students• Asian• White• Other and Unknown
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eFigure 1. One-Year Continuation Rate of Upper Division Transfer Entrants by
Racial and Ethnic Background and Fall EntryTerm
Traditionally Underserved StudentsBetter Served Students
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6771 70 69
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Figure 2. Three-Year and Likely Graduation Rates of Upper Division Transfer Entrants by Racial and Ethnic Background and Fall EntryTerm
Traditionally Underserved - Likely Better Served - Likely
Traditionally Underserved - Three Year Better Served - Three Year
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CSU CSUN Large Campuses Basin Campuses
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Background Characteristic
Figure 3. Three-Year Graduation Rates of New CCC Transfer Students at CSUN and Selected CSU Groupings by Fall Entry Term
2001 2002 2003 2004 2005
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Figure 4. Six-Year Graduation Rates of First Time Freshman Entrants by Racial and Ethnic Background and Fall EntryTerm
Traditionally Underserved StudentsBetter Served StudentsAll Freshmen
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6.56.4 6.4
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5.86.1 6.16.0
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ean
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Deg
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Figure 5. Average Time to a Baccalaureate Degree of First Time Freshman Entrants by Racial and Ethnic Background and Degree Year
Traditionally Underserved StudentsBetter Served StudentsAll Degree Recipients
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Figure 4. Six-Year Graduation Rates of First Time Freshman Entrants by Racial and Ethnic Background and Fall EntryTerm
Traditionally Underserved StudentsBetter Served StudentsAll Freshmen
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CSU CSUN Large Campuses Basin Campuses
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Figure 6. Six-Year Graduation Rates of First Time First-Time Freshmen at CSUN and Selected CSU Groupings by Fall Entry Term
1998 1999 2000 2001 2002
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Figure 7. One-Year Continuation Rate of First Time Freshman Entrants by Racial and Ethnic Background and Fall EntryTerm
Traditionally Underserved StudentsBetter Served StudentsAll Freshmen
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Figure 8. One-Year Continuation Rates of First Time First-Time Freshmen at CSUN and Selected CSU Groupings by Fall Entry Term
2003 2004 2005 2006 2007
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Figure 9. Entry-Level Proficiency in Mathematics of Regularly Admitted First Time Freshmen at CSUN and Selected CSU Groupings by Fall Entry Term
2003 2004 2005 2006 2007
Figure 10. Campus-Specific One-Year Continuation Rates for All Freshmen by Proficiency in Math at Entry (Fall 2005-07 Cohort Averages)
R² = 0.469
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Percentage Proficient at Entry
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Figure 11. Percentage of First Time Freshmen Stemming From Traditionally Underserved Backgrounds and Needing Remediation in Both Mathematics and
English at Entry by Fall Term
Traditionally Underserved Backgrounds
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nFigure 12. Percentage of First Time Freshmen Needing Remediation in Both
English and Mathematics at Entry by Racial and Ethnic Background and Fall Term
Traditionally Underserved StudentsBetter Served Students
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Fall 1999 Fall 2001 Fall 2003 Fall 2005 Fall 2007 Fall 2009
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Figure 11. Percentage of First Time Freshmen Stemming From Traditionally Underserved Backgrounds and Needing Remediation in Both Mathematics and
English at Entry by Fall Term
Traditionally Underserved Backgrounds
Need Remediation at Entry
Questions or Comments ??
Key Data Points: Transfer Students
• Have among the highest three-year and likely graduation rates in the CSU
• Have among the highest one-year continuation rates in the CSU
• Traditionally underserved and better served students perform equally well
Key Data Points: First Time Freshmen• Strong gains in persistence to graduation during
the last decade• Traditionally underserved students have gained
disproportionately, but still lag better served• CSUN freshman graduation rates remain
among the lowest in the system• The one-year continuation rate has declined in
recent years• The continuation rate remains among the
lowest in the system
We must help our poor freshmen!
We are failing them!
