PACT FACTS FOR STUDENT SUCCESS NOVEMBER 6, 2012 Teaching & Learning Presentations George Hollich...
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Transcript of PACT FACTS FOR STUDENT SUCCESS NOVEMBER 6, 2012 Teaching & Learning Presentations George Hollich...
PACT FACTS FORSTUDENT SUCCESS
NOVEMBER 6, 2012
Teaching & Learning PresentationsGeorge Hollich (PSY120) and Marcy Towns (CHEM115) will talk about their IMPACT course redesign experiences
Factors Affecting Student Success & RetentionA Series of TED(like) Talks on:• Grouped Data to Predict & Compare
Academic Success Rates• At-Risk Students • CODO and Student Success• Co-curricular Effects on Student
Success• Effect of Residence Hall Living on
Student Success• What Predicts Grad Student Success?
Brent Drake,
EMAR
Brenda
Schroeder,
Advising
Andy Zehner,
Student Affairs
Kevin Maurer,
Housing & Food
Services
Phil Pope,
Graduate School
November 6, 2012
FACTORS AFFECTING STUDENT SUCCESS & RETENTION AT PURDUE
GROUPED DATABRENT DRAKE, ASSISTANT VICE PROVOST & DIRECTORENROLLMENT MANAGEMENT ANALYSIS & REPORTING
GROUPED DATA PREDICTIONS
MULTIPLE CORRELATIONS AT SINGLE INSTITUTION
Multiple correlations between measures of academic success and unit level student entering academic profiles at one institution tend to lead to correlations of low to moderate effect sizes (Bridgeman, McCamley-Jenkins, & Ervin, 2000)
Some reasons identified in the literature (Stumpf & Stanley, 2002)• Restriction of range inherent in any one institutions academic profile• The interdependence of academic profile variables from high school transcripts
and standardized tests• The disparate academic experience of students in one institution
GROUPED DATA PREDICTIONS
SOLUTION BASED ON NATIONAL SAMPLE
Based on Stumpf and Stanley’s 2002 article use grouped data items readily available in two national data sets
• Integrated Post-Secondary Education Data System (IPEDS)– 25th and 75th percentile of SAT Scores
• US News and World Report National Colleges data set– Percentage of students in top ten percent of high school class
Criterion variable was six-year graduation rates pulled from IPEDS
Final data set consisted of 199 institutions
Multiple correlation for model R2 = 0.8025 distinguishing between graduation rates at different institutions
GROUPED DATA PREDICTIONS
PURDUE RESULTS
Use national model at university level to predict success among different subgroups
• how well are individual colleges performing versus their predicted performance
Overall, Purdue outperforms its predicted rate• Most recent US News Report showed Purdue as a four percentage point
over performance as well
The majority of the colleges on the campus over perform as well• Wide range in performance (-6.75 to +38.88)
SECTION TITLE
AT RISK STUDENTSBRENT DRAKE,
ASSISTANT VICE PROVOST & DIRECTORENROLLMENT MANAGEMENT ANALYSIS & REPORTING
AT RISK STUDENTS
SURVEY RESULTS
Freshmen students surveyed at end of their first year• Questions asked about likelihood of persistence, graduation, and commitment
to determine students risk of returning• Purdue has administered last 6 years
Advisement/support services
Campus environment
Financial factors
Academic factors
0% 10% 20% 30% 40% 50% 60%
5.4%
29.2%
20.8%
44.6%
2.4%
20.2%
26.2%
51.2%
3.9%
20.4%
23.7%
52.0%
2012 2010 2008
AT RISK STUDENTS
ACADEMIC FACTORS
I’m having trouble getting the major I want
The academic program does not match up with my career goals
I am interested in an academic program at another institution
The academic work load is more than I want
I am not challenged enough academically
0% 10% 20% 30% 40% 50% 60% 70%
17.2%
20.7%
32.8%
56.9%
12.1%
17.9%
25.0%
28.6%
39.3%
46.4%
14.9%
40.3%
34.3%
64.2%
10.4%
2012 2010 2008
AT RISK STUDENTS
FINANCIAL FACTORS
I think I can get a better education for the same price elsewhere
I feel that I cannot afford the cost of attending any school at this time
I need to go to an institution that is significantly less expensive than Purdue even if it means getting a lesser education
I think I can get the same level of education for a better price elsewhere
0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%
4.4%
26.7%
24.4%
44.4%
7.1%
28.6%
25.0%
39.3%
12.5%
18.8%
25.0%
43.8%
2012 2010 2008
AT RISK STUDENTS
CAMPUS ENVIRONMENT
I would prefer a school with more students
I don’t like living in the city
I would prefer more racial and ethnic diversity
I would prefer more economic diversity
I would prefer a school with fewer students
I would prefer to have more social opportunities
0% 10% 20% 30% 40% 50% 60% 70% 80%
13.2%
10.5%
21.1%
21.1%
55.3%
50.0%
16.7%
16.7%
33.3%
33.3%
50.0%
50.0%
16.0%
24.0%
16.0%
28.0%
40.0%
68.0%
2012 2010 2008
SECTION TITLECODO-IN
SURVEYBRENDA SCHROEDER,ACADEMIC ADVISING ASSESSMENT TEAM
CODO-IN SURVEY
ACADEMIC ADVISINGASSESSMENT TEAM
The Goal of the Academic Advising Assessment Team
is to gain a better awareness and understanding of
the strengths and weaknesses of advising at Purdue. Ultimately, it is the team's hope that this process
will help improve advising on campus.
CODO-IN SURVEY
SURVEY INSTRUMENT
• Given to all students who CODO• Designed to collect information on:
–how students are CODOing, –why they are CODOing, –how they are selecting their majors
CODO-IN SURVEY
RESOURCES
Admissions w
ebsit
e
Advisor in
majo
r of in
terest
Advisor li
st/CODO re
quiremen
ts pag
e
CODO broch
ure/flye
r
Frien
d
CODO inform
ation m
eeting
College
/School w
ebsit
e
Course
Current a
dvisor
Other0
50
100
150
200
250
300
350
400
450
500
Resources for Learning CODO-IN Requirements(CODO- Change of Degree Objective/Change of Curricula)
2008 - Spring 2008 - 2009 2009 - 2010 2010 - 2011
ExamplesOther: Advisors, Ivy Tech Community College, Krannert, Laying Tracks, Own Research, Walk-InsCourses: AGEC 20300, AGEC 33100, CDFS 21000, COM 11400, COM 25000, EDPS 10500, EDPS 20000, GS 11900, HIST 15100, MGMT 10000, OLS 25200, OLS 27400, PHPR 10000, PSY 22200, SOC 10000
CODO-IN SURVEY
INFLUENCERS
Center
for C
areer
Opportunities
(CCO)
College
web
site
Course
Current a
dvisor
Family
mem
ber
Frien
d
Not elig
ible to co
ntinue in m
y curre
nt pro
gram
Results
from ca
reer a
ssessm
ent/i
nventory
Shad
owing/voluntee
r/work
experi
ence
The m
ajor b
est fits
my inter
ests
The m
ajor b
est fits
my abiliti
es
The m
ajor is
congru
ent w
ith m
y care
er go
als
Wan
ted to
explore
possible
majors
Other0
100
200
300
400
500
600
700
800
900
Factors Influencing CODO Decision(CODO – Change of Degree Objective/Change of Curricula)
Spring 2008 2008 - 2009 2009 - 2010 2010 - 2011
CODO-IN SURVEY
GPA OF CODO STUDENTS
4.00 3.50 - 3.99 3.00 - 3.49 2.50 - 2.99 2.00 - 2.49 1.50 - 1.99 1.49 or less0
50
100
150
200
250
300
350
Current Overall GPA
2008 - Spring 2008 - 2009 2009 - 2010 2010 - 2011
CODO-IN SURVEY
DEMOGRAPHICS OFCODO STUDENTS
2008 - Spring 2008 - 2009 2009 - 2010 2010 - 2011 0
100
200
300
400
500
600
700
Gender
Female Male
African American American Indian Asian American Caucasian American Hispanic American Other0
100200300400500600700800900
1000
Ethnicity
2008 - Spring 2008 - 2009 2009 - 2010 2010 - 2011
CODO-IN SURVEY
WHERE DO THEY CODO TO?
Agricu
lture
Consumer
and Fa
mily Sc
iences
Educati
on
Engin
eerin
g
Health
and Human
Scien
ces
Health
Scien
ces
Libera
l Arts
Manag
emen
t
Nursing
Pharmacy
Scien
ce
Tech
nology
Undergrad
uate St
udies Pro
gram (U
SP)
Veterin
ary M
edicin
e 0
50
100
150
200
250
300
350
400
450
500
CODO-IN College/Program/School
2008 - Spring 2008 - 2009 2009 - 2010 2010 - 2011
CODO-IN SURVEY
WHERE DO THEY CODO FROM?
Agricu
lture
Consumer
and Fa
mily Sc
iences
Educati
on
Engin
eerin
g
Health
and Human
Scien
ces
Health
Scien
ces
Libera
l Arts
Manag
emen
t
Nursing
Pharmacy
Scien
ce
Tech
nology
Undergrad
uate St
udies Pro
gram (U
SP)
Veterin
ary M
edicin
e 0
50
100
150
200
250
300
CODO-OUT College/Program/School
2008 - Spring 2008 - 2009 2009 - 2010 2010 - 2011
CODO-IN SURVEY
THREE EXPECTATIONS OFACADEMIC ADVISOR
SECTION TITLE
CO-CURRICULAR ACTIVITIES & ACADEMIC SUCCESSANDY ZEHNER,ASSESSMENT & DATA ANALYSTSTUDENT AFFAIRS
Students who do both, do best
PURDUE STUDENTSALL GRADE CLASSIFICATIONS
1 2 3 4 5 6 7 82.60
2.70
2.80
2.90
3.00
3.10
3.20
3.30
3.40
EngagedPurdue
CO-CURRICULAR ACTIVITIES
Semester
STUDENT PERFORMANCE BY COLLEGE
CO-CURRICULAR ACTIVITIES
College or SchoolAverage GPA Average Credits Earned Pct. 3/15
Engaged Purdue Engaged Purdue Engaged Purdue
College of Liberal Arts 2.99 2.80 15 14 41.5% 34.1%
First Year Engineering 3.09 2.89 18 16 55.1% 42.8%
College of Science 3.10 2.92 16 14 50.0% 36.2%
College of Health & Human Sci 3.25 3.08 16 15 55.0% 42.4%
College of Technology 3.15 2.85 16 14 53.4% 36.4%
College of Agriculture 3.09 2.83 16 15 48.6% 38.6%
School of Aero and Astro Engr 3.05 2.79 16 13 43.9% 31.3%
School of Management 3.18 2.99 16 15 51.4% 45.2%
WHAT IS THE RELATIONSHIP?
• Academic success co-varies with engagement
• Academic success is subsequent to engagement
• Engagement promotes academic success
CO-CURRICULAR ACTIVITIES
HOW DOES ENGAGEMENTPROMOTE ACADEMIC SUCCESS?
• Most engaged students are excellent to begin with
• Engagement imposes order & discipline• Getting involved caps out-of-class activity• Expectations are high• Special tutoring is provided• Mens sana in corpore sano• Some course credits are relatively easy
CO-CURRICULAR ACTIVITIES
ACADEMICS IS PRIMARY FOCUS31% OF SAO’S 900+ CLUBS/ORGANIZATIONS
CO-CURRICULAR ACTIVITIES
Academic; 390
Mixed/uncertain; 415
Non-academic; 450
3 OUT OF 5 STUDENTS DEVOTE LESS THAN5 HRS/WK TO CO-CURRICULAR ACTIVITIES
CO-CURRICULAR ACTIVITIES
None 1-5hrs
6-10hrs
11-15 hrs
16-20hrs
21-25hrs
Over25 hrs
0%
5%
10%
15%
20%
25%
30%
35%
40%
FreshmenSeniors
Perc
ent o
f res
pond
ents
SECTION TITLE
RESIDENCE HALLS AND STUDENT SUCCESS
KEVIN MAURERDIRECTOR OF STRATEGIC INITIATIVES & ASSESSMENTHOUSING AND FOOD SERVICES
UNIVERSITY RESIDENCESUniversity Residences is one of the largest collegiate housing operations in the nation• Capacity of 11,779• No live-in requirement for students
POPULATIONS LIVING ON CAMPUS
92.2% of beginning students chose to live
in UR for Fall 2012
35.6% of all undergrads chose to live in UR – Fall 2012
Fall 2012 Occupancy
Single Undergrads 10,696Single Grads
265Families 622Total 11,583
UNIVERSITY RESIDENCES
POPULATIONS LIVING ON CAMPUS
13%
38%
63%
88%
West Lafayette Undergraduate Students Living in University Res-idences
UNIVERSITY RESIDENCES
FIRST YEAR TO SECONDYEAR RETENTION
2000 - 2001 2001 - 2002 2002- 2003 2003 - 2004 2004 - 2005 2005 - 2006 2006 - 2007 2008 - 2009 2009 - 2010 2010 - 2011 2011 - 201260%
65%
70%
75%
80%
85%
90%
95%
87%86%
87%86% 86%
85% 85%
90%89%
91% 91%
80%
83% 83%82%
80%79% 80%
66%
88%
84%85%
Residing in University Residences Not Residing in University Residences
Beginning Student First Year to Second Year Retention Rates
The 2008-09 cohort data is accurate, but represents an anomaly.
UNIVERSITY RESIDENCES
STUDENT SUCCESSFRESHMEN GRADE POINT AVERAGE
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 20122.40
2.45
2.50
2.55
2.60
2.65
2.70
2.75
2.80
2.85
2.90
Freshmen Resident Freshmen Not Residing in UR
Freshman UR Resident vs. Non-Resident Cumulative Spring Semester GPA
UNIVERSITY RESIDENCES
STUDENT SUCCESSSOPHOMORE GRADE POINT AVERAGE
Sophomore UR Resident vs. Non-Resident Cumulative Spring Semester GPA
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 20122.60
2.65
2.70
2.75
2.80
2.85
2.90
2.95
3.00
3.05
3.10
Sophomore Resident Sophomore Not Residing in UR
UNIVERSITY RESIDENCES
STUDENT SUCCESSJUNIOR GRADE POINT AVERAGE
Junior UR Resident vs. Non-Resident Cumulative Spring Semester GPA
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 20122.80
2.85
2.90
2.95
3.00
3.05
3.10
3.15
3.20
3.25
3.30
Junior Resident Junior Not Residing in UR
UNIVERSITY RESIDENCES
STUDENT SUCCESSSENIOR GRADE POINT AVERAGE
Senior UR Resident vs. Non-Resident Cumulative Spring Semester GPA
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 20122.90
2.95
3.00
3.05
3.10
3.15
3.20
3.25
Senior Resident Senior Not Residing in UR
2010 NSSE DATA
DIFFERENCES AMONG FRESHMENRESIDENTS AND NON-RESIDENTSOn-Campus Freshmen were significantly more likely to:
• Included diverse perspectives in class discussions or writing assignments• Worked with other students on projects during class • Worked with classmates outside of class to prepare class assignments • Had serious conversations w/ students of a different race/ethnicity than your own• Had serious conversations with students who are very different from you in terms of
their religious beliefs, political opinions, or personal values• Had coursework that emphasized:
– Analyzing the basic elements of an idea, experience, or theory, such as examining a particular case or situation in depth and considering its components
– Synthesizing and organizing ideas, information, or experiences into new, more complex interpretations and relationships
– Making judgments about the value of information, arguments, or methods, such as examining how others gathered and interpreted data and assessing the soundness of their conclusions
• Have done or plan to do: Community service or volunteer work• Have done or plan to do: Work on a research project with a faculty member outside
of course or program requirements
2010 NSSE DATA
DIFFERENCES AMONG FRESHMENRESIDENTS AND NON-RESIDENTSOn-Campus Freshmen were significantly more likely to:
• Have supportive relationships with other students• Spend more time preparing for class• Feel the institution encourages contact among students from different economic,
social, and racial or ethnic backgrounds• Feel the institution provides the support you need to thrive socially• Had experiences that contributed to:
– Acquiring a broad general education– Speaking clearly and effectively– Thinking critically and analytically– Analyzing quantitative problems– Working effectively with others– Learning effectively on your own– Understanding people of other racial and ethnic backgrounds– Solving complex real-world problems
• Rate their entire educational experience at Purdue as good or excellent• Say they would attend Purdue again if they could start over
2010 NSSE DATA
DIFFERENCES AMONG FRESHMENRESIDENTS AND NON-RESIDENTS
Off-Campus Freshmen were significantly more likely to:• Asked questions in class or contributed to class discussions • Used e-mail to communicate with an instructor• Discussed grades or assignments with an instructor• Have done or plan to do: Independent study or self-designed major• Spend more time working for pay off campus• Spend more time providing care for dependents living with you (parents, children,
spouse, etc.)
EXPLANATIONS?Committed to Student Success• Learning Communities
39 communities with 1,129 residents• Resident Assistants
254 student role models & peer mentors living in the halls• UR Global & BGRi
Initially a UR international mentor program; now collaborating on an early orientation program with ISS and SATS along with 3 iRAs • Co-Curricular Activities
Over 5,100 programs resulting in almost 190,000 meaningful contact hours; Faculty Fellow program• Simply Community
Inherent benefits of living with peers
POSSIBLE FACTORS
SECTION TITLE
FACTORS AFFECTING GRAD STUDENT RETENTION & SUCCESS
PHIL POPESENIOR ASSOCIATE DEANTHE GRADUATE SCHOOL
GRAD STUDENT SUCCESS
MASTER’S COMPLETIONAND ATTRITION
Master’s Completion and Attrition DataStudent Cohorts from Fall 2002 – Spring 2007
Fall 2012 Assessment
Years of Completion/AttritionCompletion/
Attrition count % Cum%
Total
Years of completio
n
Less than 1 year 679 12.48% 12.48%
2-3 years 4048 74.43% 86.91%
4-5 years 593 10.90% 97.81%
more than 6 years 119 2.19% 100.00%
Total Completion 5439
Years of Attrition
Less than 1 year 867 63.70% 63.70%
2 year 340 24.98% 88.68%
3 year 114 8.38% 97.06%
More than 4 years 40 2.94% 100.00%Total Attrition 1361
GRAD STUDENT SUCCESS
PHD COMPLETIONAND ATTRITION
Ph.D. Completion and Attrition DataStudent cohorts from Fall 1997 – Spring 2002
Fall 2012 Assessment
Years of Completion/
AttritionCompletion/
Attrition count % Cum%
Total
Years of completion
Less than 4 years 415 21.73% 21.73%
5-6 years 962 50.37% 72.09%
7-8 years 376 19.69% 91.78%
more than 9 years 157 8.22% 100.00%
Total Completion 1910
Years of Attrition
Less than 1 year 30 5.30% 5.30%
2-3 years 341 60.25% 65.55%
4-5 years 114 20.14% 85.69%
More than 6 years 81 14.31% 100.00%
Total Attrition566
GRAD STUDENT SUCCESS
FACTORS INFLUENCING COMPLETIONAND TIME TO DEGREE
• Relationships With Major Professors/Mentors• Qualifying/Preliminary Exams• Defined Research Project• Academic/ Professional Environment• Personal/Family Related Stresses• Financial Stresses• Social Stresses
GRAD STUDENT SUCCESS
INITIATIVES
- Mentoring Workshops for Faculty- Purdue Graduate Student Government (PGSG) – Mentoring Workshops- Peer Mentoring- E-Mentoring Program- Dean’s Annual E-Discussions- Appointment and Re-appointment of Graduate Faculty- Graduate Program Assessment- Graduate School Ombudsman
GRAD STUDENT SUCCESS
RETENTION ATTRITIONBY COLLEGE
Retention Attrition Data by Academic College
College Years of Completion/Attrition Completion/Attrition count % Cum%
College of Agriculture
Years of completion
Less than 4 years 72 37.89% 37.89%5-6 years 90 47.37% 85.26%7-8 years 19 10.00% 95.26%
more than 9 years 9 4.74% 100.00%Total Completion 190
Years of Attrition
Less than 1 year 3 7.69% 7.69%2-3 years 26 66.67% 74.36%4-5 years 6 15.38% 89.74%
More than 6 years 4 10.26% 100.00%Total Attrition 39
College of Education
Years of completion
Less than 4 years 27 26.21% 26.21%5-6 years 40 38.83% 65.05%7-8 years 20 19.42% 84.47%
more than 9 years 16 15.53% 100.00%Total Completion 103
Years of Attrition
Less than 1 year 4 33.33% 33.33%2-3 years 6 50.00% 83.33%4-5 years 0 0.00% 83.33%
More than 6 years 2 16.67% 100.00%Total Attrition 12
Colege of Engineering
Years of completion
Less than 4 years 148 30.02% 30.02%5-6 years 238 48.28% 78.30%7-8 years 75 15.21% 93.51%
more than 9 years 32 6.49% 100.00%Total Completion 493
Years of Attrition
Less than 1 year 12 8.89% 8.89%2-3 years 82 60.74% 69.63%4-5 years 16 11.85% 81.48%
More than 6 years 25 18.52% 100.00%Total Attrition 135
GRAD STUDENT SUCCESS
RETENTION ATTRITIONBY COLLEGE
Retention Attrition Data by Academic College College Years of Completion/Attrition Completion/Attrition count % Cum%
College of Health and Human Science
Years of completion
Less than 4 years 29 20.00% 20.00%5-6 years 72 49.66% 69.66%7-8 years 32 22.07% 91.72%
more than 9 years 12 8.28% 100.00%Total Completion 145
Years of Attrition
Less than 1 year 0 0.00% 0.00%2-3 years 18 50.00% 50.00%4-5 years 12 33.33% 83.33%
More than 6 years 6 16.67% 100.00%Total Attrition 36
College of Liberal Arts
Years of completion
Less than 4 years 30 16.67% 16.67%5-6 years 77 42.78% 59.44%7-8 years 38 21.11% 80.56%
more than 9 years 35 19.44% 100.00%Total Completion 180
Years of Attrition
Less than 1 year 0 0.00% 0.00%2-3 years 20 50.00% 50.00%4-5 years 13 32.50% 82.50%
More than 6 years 7 17.50% 100.00%Total Attrition 40
College of Pharmacy
Years of completion
Less than 4 years 22 25.58% 25.58%5-6 years 51 59.30% 84.88%7-8 years 12 13.95% 98.84%
more than 9 years 1 1.16% 100.00%Total Completion 86
Years of Attrition
Less than 1 year 1 5.56% 5.56%2-3 years 10 55.56% 61.11%4-5 years 6 33.33% 94.44%
More than 6 years 1 5.56% 100.00%Total Attrition 18
GRAD STUDENT SUCCESS
RETENTION ATTRITIONBY COLLEGE
Retention Attrition Data by Academic College College Years of Completion/Attrition Completion/Attrition count % Cum%
College of Science
Years of completion
Less than 4 years 55 10.78% 10.78%5-6 years 282 55.29% 66.08%7-8 years 135 26.47% 92.55%
more than 9 years 38 7.45% 100.00%Total Completion 510
Years of Attrition
Less than 1 year 5 2.22% 2.22%2-3 years 147 65.33% 67.56%4-5 years 45 20.00% 87.56%
More than 6 years 28 12.44% 100.00%Total Attrition 225
College of Technology
Years of completion
Less than 4 years 0 0.00% 0.00%5-6 years 0 0.00% 0.00%7-8 years 0 0.00% 0.00%
more than 9 years 5 100.00% 100.00%Total Completion 5
Years of Attrition
Less than 1 year 0 0.00% 0.00%2-3 years 1 33.33% 33.33%4-5 years 0 0.00% 33.33%
More than 6 years 2 66.67% 100.00%Total Attrition 3
Interdisciplinary and Special Programs
Years of completion
Less than 4 years 4 4.71% 4.71%5-6 years 50 58.82% 63.53%7-8 years 26 30.59% 94.12%
more than 9 years 5 5.88% 100.00%Total Completion 85
Years of Attrition
Less than 1 year 1 4.55% 4.55%2-3 years 9 40.91% 45.45%4-5 years 8 36.36% 81.82%
More than 6 years 4 18.18% 100.00%Total Attrition 22
GRAD STUDENT SUCCESS
RETENTION ATTRITIONBY COLLEGE
Retention Attrition Data by Academic College
College Years of Completion/Attrition Completion/Attrition count % Cum%
Krannert School of Management
Years of completion
Less than 4 years 19 22.35% 22.35%5-6 years 50 58.82% 81.18%7-8 years 13 15.29% 96.47%
more than 9 years 3 3.53% 100.00%Total Completion 85
Years of Attrition
Less than 1 year 3 10.71% 10.71%2-3 years 17 60.71% 71.43%4-5 years 7 25.00% 96.43%
More than 6 years 1 3.57% 100.00%Total Attrition 28
School of Veterinary Medicine
Years of completion
Less than 4 years 9 32.14% 32.14%5-6 years 12 42.86% 75.00%7-8 years 6 21.43% 96.43%
more than 9 years 1 3.57% 100.00%Total Completion 28
Years of Attrition
Less than 1 year 1 12.50% 12.50%2-3 years 5 62.50% 75.00%4-5 years 1 12.50% 87.50%
More than 6 years 1 12.50% 100.00%Total Attrition 8
Total
Years of completion
Less than 4 years 415 21.73% 21.73%5-6 years 962 50.37% 72.09%7-8 years 376 19.69% 91.78%
more than 9 years 157 8.22% 100.00%Total Completion 1910
Years of Attrition
Less than 1 year 30 5.30% 5.30%2-3 years 341 60.25% 65.55%4-5 years 114 20.14% 85.69%
More than 6 years 81 14.31% 100.00%Total Attrition 566
Brent Drake,
EMAR
Brenda
Schroeder,
Advising
Andy Zehner,
Student Affairs
Kevin Maurer,
Housing & Food
Services
Phil Pope,
Graduate School
November 6, 2012
www.purdue.edu/assessment
QUESTIONS