Kristina M. Cragg, Ph.D. Emily Shaw, Ph.D. · o ACES o Institutional perspectiveInstitutional...
Transcript of Kristina M. Cragg, Ph.D. Emily Shaw, Ph.D. · o ACES o Institutional perspectiveInstitutional...
Emily Shaw, Ph.D.Assistant Research Scientist
Kristina M. Cragg, Ph.D.Assistant to the President for Strategic
The College Board [email protected]
Research and Analysis Valdosta State [email protected]
October 22, 2009October 22, 2009College Board Forum
New York, NY
You may be interested in this session, if… You want to know more about what institutions can
accomplish using College Board data.Y f th b fit f i C ll You are unaware of the benefits of using College Board data of participating institutions
You want to know how College Board data can be You want to know how College Board data can be utilized to gain a perspective of retention rates and those students who need extra guidanceg
By the End of this Presentation …… We Will Have Discussed:
o The National SAT Validity St dStudy
o ACESo Institutional perspectiveo Institutional perspective
using CB data Specific examples of data Impact on campus
o Questions & Comments
Institutional Perspective About VSU and Current Issues Definition of Retention What Can Institutions Do with College
B d D t ?Board Data?o SAT Validity Datao Basic Intermediate and Advancedo Basic, Intermediate , and Advanced
Reports Benefits to Participating Institutions Case Study – Predicting Student Success
o VSU Analysis – Student Success Enhancement TeamEnhancement Team
o College Board Data4
About Valdosta State University Public, 4 year institution Located in south Georgia serving a
service region of 41 countiesservice region of 41 counties Fall 2009 enrollment of 12,400
(approx.)( pp )o 10,500 Undergraduateo 1,900 Graduate
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Current Issues at VSU Budget concerns
o Budget cuts of 25% of state appropriations over within 2 yearsAdditi l t ??o Additional cuts??
Retention Rates & Graduation Rates o High priorityo High priorityo Retention rates decreased – slight
increase in Fall 2009o Graduation rates decreased – slight
increase recentlyI d P d ti it d Effi i Increased Productivity and Efficiencyo “Do more with the same or less”
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Definitions Retention Rate: “A measure of the
rate at which students persist in their educational program at antheir educational program at an institution, expressed as a percentage. For four-year i tit ti thi i th tinstitutions, this is the percentage of first-time bachelors (or equivalent) degree-seeking undergraduates from the previous fall who are again enrolled in the current fall” (IPEDS 2008)current fall (IPEDS, 2008). Source: IPEDS Glossary, 2008.
What Can Institutions Do With SAT Validity Data?Validity Data? Data is available from ACES in a
variety of ways to inform the campus:y y po Basic - standard Admission Validity
Reporto Intermediate - customized report
using additional variables from existing ACES dataexisting ACES data
o Advanced - customized report using additional variables from
i ti ACES d t d i t lexisting ACES data and internal data [Created by the institution]
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What Can My Institution Do With a Basic Report?Basic Report? Provides a first look at
institutional correlations between fi G hi h h l Gfirst-year GPA, high school GPA, and test scores as predictors
Identify students at risk of notIdentify students at risk of not completing degree requirementso Opportunities for intervention
with currently enrolled students
o Use Student Tracker to locateo Use Student Tracker to locate non-enrolled
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What Can My Institution Do With an Intermediate Report?Intermediate Report? Dig deeper into data found in
the original reportg po Pinpoint areas of interest for
further analysis (institutions i l d i bl tcan include variables not
addressed in first report)o Uses existing ACES datao Uses existing ACES data
variables
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What Can My Institution Do With an Advanced Report?Advanced Report? Created by institution in conjunction
with College Board dataU i t l i bl hi h Use internal variables which were included in the upload file for analysiso Create institutionally definedo Create institutionally defined
subgroupso Use internal variable for criteriono Use internal variables for additional
predictorsNote: May need to work with Institutionalo Note: May need to work with Institutional Research office and/or Information Technology
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Benefits to Participating Institutions Predictors of student success
o Enrollment implicationso Budget implicationso Freshman year experience programso Sophomore year experience programs
O i i i i h i k d i h G Opportunities to intervene with at-risk students with GPAs above 2.0o Academic advisingo Academic advising
Opportunities for targeted admissions Information for prospective studentsp p
o Characteristics of successful students12
Case Study – Predicting Student Success
C bi iC ll B dVSU Combination of Data
College Board Data
VSUData
Predicting Student SuccessPredicting Student Success
VSU Regression AnalysisTwo consecutive years of declines in retention rates Two consecutive years of declines in retention rateso 4.5% over three years (Fall 2006, Fall 2007, Fall 2008)o At risk of an additional declineo At risk of an additional declineo Decrease in average SATo Decrease in average HS GPAgo Increase in enrollments
Action was needed immediatelyo Limited Resourceso Limited Time
H t k ff to How to make our efforts count the most?
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Ad i # f St d tVSU Regression Analysis 542 students divided among 5 full-time
f i l d i
Advisor # of StudentsSSC 1 123SSC 2 125
professional advisorso 2 Student Success Center o 1 College of Business
COE 98COBA 87OASIS 109
o 1 College of Educationo 1 OASIS (for undecided students)
Sent emails requesting students email or call to make an appointment
OASIS 109TOTAL 542
Sent emails requesting students email or call to make an appointment Collected information about why the student felt he/she was
struggling. Student Success Enhancement Team (SSET) Student Success Enhancement Team (SSET) Met monthly to discuss current efforts and next steps Constantly looked for ways we could provide advisors with more
i f tiinformation.
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About the Students—VSU EXHIBIT 3: PERCENTAGE OF AT‐RISK STUDENTS
BY ETHNICITY, SPRING 2008EXHIBIT 2: PERCENTAGE OF AT‐RISK STUDENTS
BY GENDER, SPRING 2008
0.6%0.6% 1.7%
3.5%Asian
45.4%
36 3%
American Indian
Hispanic54.6% 36.3%
57.4%
p
Multiracial
Male Female
AfricanAmerican
White
Source: VSU SRA Office, November 2008.
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About the Students—College BoardEXHIBIT 5: PERCENTAGE OF AT‐RISK STUDENTS
BY ETHNICITY, FALL 2007EXHIBIT 4: PERCENTAGE OF AT‐RISK STUDENTS
BY GENDER, FALL 2007
1.4% 0.5%3.3%
2.8%Asian
42.7%
American Indian
Hispanic
57.3%33.8%
58.2%Multiracial
African American
Male Female
American
White
Source: VSU SRA Office, February 2009.
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f dEXHIBIT 6: PERCENTAGE OF STUDENTS BY TOP FIVE AREAS OF STUDY IN STUDENT SUCCESS PLAN,
SPRING 2008
Top Five Areas of Study—VSU
16.8%70
80
90
12.6%50
60
of Stude
nts
8.4%
5.7%4 6%
20
30
40
Num
ber
4.6%
0
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Undecided Biology Pre‐Nursing Business Admin Marketing
Source: VSU SRA Office, May 2008.
Undecided Biology Pre‐Nursing Business Admin Marketing
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f d ll dEXHIBIT 7: PERCENTAGE OF AT‐RISK STUDENTS BY TOP FIVE AREAS OF STUDY,
FALL 2007
Top Five Areas of Study—College Board
15.5% 15.5%14
16
18
8
10
12
ber o
f Stude
nts
6.1% 6.1% 5.6% 5.6% 5.6%
2
4
6
Num
b
0
Undecided Biology Business Admin
Nursing AthleticTraining & Sports
Medicine
Management Psychology
Source: VSU SRA Office, February 2009.
Medicine
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Grade Point Averages—VSU EXHIBIT 12: COMPARISON BETWEEN GENDER AND AVERAGE HS GPA BY TERM FOR
AT‐RISK STUDENTS ENTERING FALL 2007
2.892 50
3.00
3.50
2.732.89
1.50
2.00
2.50
1.171.341.35
1.54
0.50
1.00
0.00
Avg. HS GPA Avg. Fall 2007 GPA Avg. Spring 2008 GPA
Males Females
Source: VSU SRA Office, November 2008.
Males Females
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Grade Point Averages—College BoardEXHIBIT 13: COMPARISON BETWEEN GENDER AND AVERAGE HS GPA FOR
AT‐RISK STUDENTS ENTERING FALL 2007
3.083.22
2 50
3.00
3.50
2.16 2.192.19 2.16
1.50
2.00
2.50
0.50
1.00
0.00
Avg. HS GPA Avg. Fall 2007 GPA Avg. VSU GPA
Male Female
Source: VSU SRA Office, February 2009Note: The at‐risk students in each group are different groups of student as the definition of at‐risk is different.
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Retention Rates EXHIBIT 22: RETENTION RATES FOR FRESHMEN ENTERING IN FALL 2007 OF VSU AT‐
RISK STUDENTS
82.84%70%
80%
90%
52.60%47.42%40%
50%
60%
70%
17.20%10%
20%
30%
40%
0%
Spring 2008 Fall 2008
Source: VSU SRA Office, November 2008.
Not Retained Retained
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Retention RatesEXHIBIT 23: RETENTION RATES FOR FRESHMEN ENTERING IN FALL 2007 OF COLLEGE
BOARD AT‐RISK STUDENTS
91.5%80 0%
90.0%
100.0%
70.0%
50 0%
60.0%
70.0%
80.0%
30.0%20 0%
30.0%
40.0%
50.0%
8.5%
0.0%
10.0%
20.0%
Spring 2008 Fall 2008
Source: VSU SRA Office, February 2009.
Spring 2008 Fall 2008Not Retained Retained
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Anticipated College Activities—College BoardEXHIBIT 24: RETENTION OF COLLEGE BOARD SELECTED STUDENTS BY
ANTICIPATED COLLEGE ACTIVITIES, FALL 2007,
4135
40
45
32
19 2120
25
30
17
47
31
19
50
5
10
15
0
Internship Dept. Organization
Independent Study / Honors
Student Government
ROTC
Anticipated College ActivityNot Retained Retained
Source: VSU SRA Office, February 2009.
Not Retained Retained
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Anticipated College Activities—College BoardEXHIBIT 25: RETENTION OF COLLEGE BOARD SELECTED STUDENTS BY
ANTICIPATED COLLEGE ACTIVITIES, FALL 2007,
6660
70
30
40
50
5 11 11
2116
20
30
10
20
30
110
Ethnic Activity Foreign Study Religious Activity Greek Organization Anticipated College Activity
NotRetained Retained
Source: VSU SRA Office, February 2009.
Not Retained Retained
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Anticipated Degree Goal—College BoardEXHIBIT 26: RETENTION OF COLLEGE BOARD SELECTED STUDENTS BY
ANTICIPATED DEGREE GOAL, FALL 2007,
100.0%100.0%100.0%
120.0%
45.5%
54.5% 56.8%
77.2%72.2%
77.8%
70.0%
60.0%
80.0%
45.5%43.2%
22.8%27.8%
22.2%20.0%
40.0%
0.0%
No Response
Certificate Bachelor's Master's Doctoral Other Undecided
Anticipated Degree GoalN t R t i d R t i d R t ti R t
Source: VSU SRA Office, February 2009.
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Not Retained Retained Retention Rate
Certainty of Goals—College BoardEXHIBIT 27: RETENTION OF COLLEGE BOARD SELECTED STUDENTS BY
CERTAINTY OF GOALS, FALL 2007,
76.7%68.5% 66.2% 66.7% 70.0%
70.0%
80.0%
90.0%
33.3%30 0%
40.0%
50.0%
60.0%
23.3%
31.5% 33.8%
0.0%
10.0%
20.0%
30.0%
0 0%
No Response
Very Certain
Fairly Certain
Not Certain
Certainty of Goals Not Retained Retained Retention Rate
Source: VSU SRA Office, February 2009.
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Comparison of Retention Rates EXHIBIT 28: COMPARISON OF RETENTION RATES OF STUDENTS WHO
MATCHED/DIDN’T MATCH BETWEEN VSU GROUP AND COLLEGE BOARD /GROUP, FALL 2007
70%
80%
67.90%
49 80%50%
60%
70%
49.80%
%
30%
40%
0%
10%
20%
Source: VSU SRA Office, February 2009.
Matching Non Matching
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VSU and College Board Analysis Similarities
o Both groups had a majority of females.o Those students who had a higher high
school GPA had a higher first term GPAschool GPA had a higher first-term GPA. Differences
o The high school GPA and the first-termo The high school GPA and the first term GPAs were higher for those students in the College Board group.
o The College Board students earned moreo The College Board students earned more credit hours than the VSU students.
o The retention rate of the College Board d (70 0%) hi h h hstudents (70.0%) was higher than the
retention rate of the VSU students (52.6%). 29
Where Did They Go?
Thi i th t diffi lt ti t This is the most difficult question to answer
Student Tracker – National Student Student Tracker National Student Clearinghouse
Pipeline o Visual document for campus
comm nitcommunityo Helps people understand admissions and retention
issuesu
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Where Did They Go? ‐ VSUEXHIBIT 30: NUMBER OF NON‐RETURNING STUDENTS BY ENROLLMENT TYPE
28, 9.9%9.9%
72, 25.4%153,
53 9%
31, 10.9%
53.9%
Transferred to a 4‐Year Institution
Transferred to a 2‐Year Institution
Transferred to a Technical College
Did Not Enroll Elsewhere
Source: VSU SRA Office, November 2008. 31
Where Did They Go? – College BoardEXHIBIT 31: NUMBER OF NON‐RETURNING STUDENTS BY ENROLLMENT TYPE
20, 32.3%23, 37.1%
11, 17.7%8, 12.9%
Transferred to a 4‐year Institution
Transferred to a 2‐year Institution
Transferred to a TechnicalCollegeTransferred to a Technical College
Did Not Enroll Elsewhere
Source: VSU SRA Office, February 2009. 32
1 Recruitment & Admissions
For every 100 Freshmen
1. Recruitment & Admissions
2. Freshman Focused Programs & Services
VSU VSU PIPELINEPIPELINE
Programs & Services
3. Sophomore Focused Programs & Services
Leave28 ReturnSophomore Yr.72
Programs & Services
4. Junior & Senior Focused Programs & Services
Leave13 ReturnJunior Yr.5959
Programs & Services
187. At-Risk & Other 6. Increased Engagement 5. Time-to-Degree
Leave18 Graduate41
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Programs & Servicesg g
Programs & Servicesg
Efforts
Dropout & Other
24Transfer to 2 or 4 yr. Inst.32Graduate in
6.5 - 9 years3
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Lessons Learned & Next Steps
Lessons Learnedo R squared for the model was
21.3%. There is more that
Next Stepso Utilize College Board data and
predictors as it provides more explains a student’s success than the variables included.o Variables that only the College
p pinformation
o Develop prediction models that identifies students in need of a y g
Board can provideo Need to continue intentional
interventions in the Fall – which
“Student Success Plan” in the fall semester – and assign accordingly.
means preparing in the Summer.o Continue to assist those students
that have responded next year
o Collaborate efforts with probation notices.
o Review, Analyze, and Add Data –p y(i.e. sophomores).
, y ,continuously.
o Meet monthly with the SSET.34
Admissions Implications?What does this mean for What does this mean for Admissions?
How can existing programs and g p gservices increase the odds of success for students?Wh t i d i i t t What can senior administrators do to help?
What other information/analysisWhat other information/analysis can the College Board provide?
In what other ways can institutions l k t thi d t ?look at this data?
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ll bCollaborating Across Campus Creating a Series of Opportunities for Retention g pp
Enhancemento Programs during the First year
Programs during the Second Yearo Programs during the Second Yearo Connecting Facilities with Expectationso A Special On-Line Outreach Program for Freshmen and
St d t A t d f th U i YStudents Accepted for the Upcoming Yearo Blurring the Boundaries between Student Affairs,
Academic Affairs, and Finance & Administration
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First‐Year ProgramsE i L d Emerging Leaders
Living Learning Cohorts Student Success Center Student Success Center Early Warning System Trailblazin’
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Connecting Facilities with ExpectationsTh l f f iliti i t tiThe role of facilities in retention
o Campus Feelo Residence Halls
R ti C to Food Service
o Recreation Center o Student Health Center
o Labs and Librarieso Student Union/Center
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An On‐Line Learning Community EYOP & FYRE GoalQuest Modules [Education Dynamics]Q [ y ] Trailblazin’
o As a Social Networking Deviceo In the Classroomo As a Program & Service Promotional Tool
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Blurring Divisional Boundaries on Campusp Retention is a campus-wide effort owned by all!
o Shared Advising-go academico extra-curricularo Mentoring
C ili io Campus Facilitieso Clean, safe, and updated campus facilities
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Blurring Boundaries cont. Proactive student-centered campus policiesp p
o Customers or Learners - each requires a SSS attitude (Support Student Success)
o Clear, fair, and consistent “sanctions”o Code of Conduct violations
Academic appealso Academic appealso FERPA philosophyo Shared governanceo Shared governance
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The Full Cycle
Recruit
EngageActive EngageAlumni
RetainCareer
Graduate
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Concluding Points…
Blurred boundaries are critical to student success
Student Affairso Student Affairso Academic Affairso Finance & Administrationo Finance & Administrationo Institutional Research
Develop programs that strategically p p g g yfocus efforts on students that need assistance
Revise & Repeat for next academic Revise & Repeat … for next academic year
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Thank YouQuestions and Comments
Kristina M Cragg Ph DKristina M. Cragg, Ph.D.Assistant to the President for Strategic Research & Analysis
kmcragg@valdosta [email protected]/sra
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