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The Secret to StudentSuccess:E!ective Practices to Boost Student Retention and Graduation Rates
By Terianne Sousa
Copyright © 2015 by Terianne SousaEdited by Karen Yoshino
Published by Blackboard650 Massachusetts AvenueNorthwest Washington DC, 20001
All rights reserved. Except as permitted under U.S. Copyright Act of 1976, no part of this publication may be reproduced, distributed, or transmitted in any form or by any means, or stored in a database or retrieval system, without the prior written permission of the publisher.
Visit our website at blackboard.com
CHAPTER X
Title Goes Here
3
Table of Contents
!" Introduction
!# CHAPTER $:
Insight
%& CHAPTER %:
Strategy
%# CHAPTER &:
Student Engagement
&' Conclusion Summarizing the Secret to Student Success
&# About the Author
4
Student retention theories have been discussed and studied since the 1900s, but the proposal of Vincent Tinto’s model of student integration in 1975 sparked the modern conversation on student retention theory. “Tinto’s seminal theory created a base from which thousands of studies have proliferated in the ensuing years making undergraduate retention one of the most widely studied areas of higher education today.”1
Although higher education has acknowledged these theories of sociological, organizational, psychological, cultural and economic attributes of students, they have remained largely within the realm of scholarship and research that have not substantively led to shifts in institutional practice.
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Introduction
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1 Demetriou, C. & Schmitz-Sciborski, A. (2011). Integration, motivation, strengths and optimism: Retention theories past, present and future. In R. Hayes (Ed.), Proceedings of the 7th National Symposium on Student Retention, 2011, Charleston. (pp. 300-312). Norman, OK: The University of Oklahoma.
5
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Introduction
2 http://www.ncsl.org/research/education/performance-funding.aspx
3 https://www.insidehighered.com/news/2014/12/19/education-department-releases-draft-framework-its-college-ratings-plan
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Title Goes Here
7
Retention Programming Costs— A No BrainerWhile these challenges and changes are part of the reality of higher education, addressing them doesn’t have to mean breaking the budget. In fact, institutions that implement a strategy to improve retention numbers actually save money in the long run by retaining VWXGHQWV�ZLWK�WKH�ULJKW�HRUWV�LQ�SODFH��7R�ȴQG�RXW�MXVW�KRZ�PXFK�money, we used a sample institution of 15,000 students and FDOFXODWHG�WKH�GLHUHQFH�D�UHWHQWLRQ�LPSURYHPHQW�RI�MXVW����FRXOG�make. The answer? 1.4 million dollars. The money saved from retaining students can then help pay for better student success programming, which allows the investment to come full circle.
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Introduction
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When used e(ectively and holistically, these elements will improve retention and graduation rates and allow for student success.
Introduction
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Insight
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CHAPTER 1
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Overall
2 Year Community College
4 Year Private Institution
4 Year Public Institution
0% 2010 30 40 50 60 70 80 90 100%
Figure 1.1: Data Analysis Improves Student Retention
Do you think that the use of data analysis would help improve student retention? Yes No
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4 Year public institution 4 Year private institution
2 Year community college Overall
Figure 1.2: Reasons for Not Using Data Analysis
We have budget concerns
We need infrastructure to support data collection
We have data but are not sure how to use it
We are not sure what data to collect
Other
200% 40 60 80 100% 200% 40 60 80 100%
200% 40 60 80 100%200% 40 60 80 100%
ΖQ�%ODFNERDUGȇV�SUHYLRXVO\�SXEOLVKHG Trends in Boosting
Student Retention report,5�RQO\�D�TXDUWHU�RI�WKH�VXUYH\HG�JURXS�RI�DGPLQLVWUDWRUV��VSHFLDOL]LQJ�LQ�HQUROOPHQW��DFDGHPLF�DDLUV��VWXGHQW�VHUYLFHV�DQG�UHWHQWLRQ��FRQVLGHUHG�UHWHQWLRQ�GDWD�WR�EH�ȊUHDGLO\�DFFHVVLEOH�ȋ >6HH�)LJXUH����@�
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Figure 1.3: How Easy is it For You to Access the Data/Analytics That Might Help You Improve Student Retention
76% report that data and analytics relevant to student retention are not readily accessible
4 Rating, 28%
3 Rating, 40%
1 Nearly impossible 1%
2 Rating, 7%
Other Rating 76%
5 Readily Accessible 24%
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Figure 1.4: What Factors Are Decreasing the Usability of Your Institutions Data?
Dispersed or hard to access data is the top imediment to its usability, followed by lack of resources to perform analysis.
The data exists inmany new places & silos
Resources todo analysis
Can’t easily access the data/get reports
52% 48% 36%
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Use Data to Understand Who Your Students Are From the Start
The Decision to Apply :KDW�LI�DGPLQLVWUDWRUV�NQHZ�H[DFWO\�KRZ�DQG�ZK\�VWXGHQWV�ZHUH�FKRRVLQJ�WKHLU�LQVWLWXWLRQ"�
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I researched various schools that had the right program for
the career I wanted
My friends/family told me about the school
The school sent me interesting information
My high school and/or counsel-or told me about the school
I heard about it through media advertisements (e.g. TV,Online,
etc.)
Member(s) of my family previously attended the school
My current school has a successful sports program
Figure 1.5: Factors that In!uence Decision to Apply – Overall Students
21(lowest)
3 4 5 6 7 8 9 10(highest)
Which of the following most in!uenced your decision to apply to your current school? Please rank in order of in!uence.
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My friends/family told me about the school
I researched various schools that had the right program for
the career I wanted
My high school and/or counsel or told me about the school
The school sent me interesting information
I heard about it through media advertisements (e.g. TV,Online,
etc.)
Member(s) of my family previously attended the school
My current school has a successful sports program
Figure 1.6: Factors that In!uence Decision to Apply – 2Yr Community College
21(lowest)
3 4 5 6 7 8 9 10(highest)
Which of the following most in!uenced your decision to apply to your current school? Please rank in order of in!uence.
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7KH�JRDO�LV�DOZD\V�WR�SURYLGH�D�SRVLWLYH�H[SHULHQFH�DW�DQ�LQVWLWXWLRQ�DQG�JHW�WKH�VWXGHQWV�WKURXJK�WR�JUDGXDWLRQ��EXW�WKHUH�DOVR�PXVW�EH�DQ�LQWHQWLRQDO�IRFXV�RQ�WKH�VWXGHQWV�ZKR�ZLOO�JDLQ�WKH�PRVW�IURP�WKHVH�HRUWV��:LWK�ȊLQWHQGHG�WR�WUDQVIHU�IURP�WKH�VWDUWȋ�DV�RQH�RI�WKH�PRVW�FRPPRQ�UHDVRQV�VWXGHQWV�WUDQVIHU�>6HH�)LJXUH����@��DQ�LQVWLWXWLRQ�ZRXOG�EHQHȴW�IURP�WDUJHWHG�SURJUDPV�WR�UHWDLQ�WKHVH�VWXGHQWV�ZKR�QHYHU�LQWHQGHG�WR�VWD\�LQ�WKH�ȴUVW�SODFH��EXW�QHYHUWKHOHVV�DUH�JRRG�VWXGHQWV�ZKR�GR�ZHOO�DQG�DUH�ORZ�ULVN�
Degree program not available
Intended transfer from start
Campus culture didn’t !t
Financial reasons
Class availability
School was too small
Di"culty enrolling in the classes I needed
Academically challenging
Di"culty getting !nancial aid
School was too big
Bad grades
Not enough student diversity
Work
Uncaring professors and sta#
Lack of free wi-!
Other
Figure 1.7: Student-Given Reasons for Transferring From Previous School
200 40 60 80 100
Please select the top 3 reasons why you transferred from your previous school.
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Table 1.1: Student-Given Reasons for Why Students Leave an Institution
Intended to transferfrom start
Degree program not available
Class availability
Overall
Bad grades
Lack of free wi-!
Not enough student diversity
Intended to transferfrom start
Degree program not available
School wastoo small
4 Year Public Institution
Lack of free wi-!
Work
Bad grades
Campus culturedid not !t
Degree program not available
Intended to transferfrom start
4 Year Private Institution
Lack of free wi-!
Uncaring professors and sta"
Di#culty enrolling in the classes I need
Intended to transferfrom start
Degree program not available
Class availability
Lack of free wi-!
School was too small
Not enough student diversity
2 Year Community College
Most common reasons
Least common reasons
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Financial reasons
Personal reasons
Academic performance
Academic preparedness
Intended transfer from start
Class availability
Lack of institutional resources
Lack of available technology
Uncaring professors and sta!
Figure 1.8: Adminstration-Given Reasons for Why Students Leave an Institution
21(lowest)
3 4 5 6 7 8 9 10(highest)
Which of the following are the top reasons students leave your institution? Please rank from most common to least common.
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Table 1.2: Most and Least E!ective Programs by Institution Type
Supplemental instruction
Programs speci!cally designed for
!rst-year students
Campus funded tutoring
4 Year Public Institution
Orientation programs
Work-study opportunities
Learning communities
Peer tutoring
Programs speci!cally designed for
!rst-year students
Campus funded tutoring
4 Year Private Institution
Work-study opportunities
Career advising
Graduation advising
Campus funded tutoring
Peer tutoring
Orientation programs
Career advising
Work-study opportunities
Honors programs for academically
advanced students
2 Year Community College
Most e!ectiveprograms
Least e!ectiveprograms
Orientation programs
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Table 1.3: Most and Least Commonly O!ered Programs by Institution Type
Career advising
Extracurricular activities
Orientation programs
4 Year Public Institution
Development education
Graduation advising
Mandatory !rst yearprofessional advising
Orientation programs
Career advising
Work-study opportunities
4 Year Private Institution
Development education
Mandatory !rst yearprofessional advising
Summer bridge programs
Development education
Work-study opportunities
Orientation programs
Summer bridgeprograms
Peer mentoring
Learning communities
2 Year Community College
Most commonprograms
Least commonprograms
Orientation programs
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Table 1.4: Programs that Use Data to Measure Success
Orientation programs
Programs speci!callydesigned for 1st
year students
Summer bridgeprograms
4 Year Public Institution
Development education
Graduation advising
Peer mentoring
Orientation programs
Programs speci!callydesigned for 1st
year students
Peer mentoring
4 Year Private Institution
Development education
Graduation advising
Supplementalinstruction
Development education
Orientation programs
Campus fundedtutoring
2 Year Community College
Peer mentoring
Learning communities
Graduation advising
Programs that use
data the most
Programs that use
data the least
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Putting It into Practice: How Lewis and Clark Community College Created Full At-Risk Pro)les
The student success team at Lewis and Clark Community College (LCCC) XVHG�%ODFNERDUG�$QDO\WLFV�WR�ȴQG�ZKLFK�IDFWRUV�PDGH�VWXGHQWV�PRUH�vulnerable to attrition. Their research revealed just how inaccurate assumptions can be in the absence of data. For instance, without data WR�FRQȴUP�LW��FRQYHQWLRQDO�WKLQNLQJ�PLJKW�OHDG�WKH�/&&&�DGPLQLVWUDWLRQ�to identify developmental students as high-risk. Luckily, their research revealed there was more to the story – developmental status alone did not correlate with a higher rate of attrition.
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CHAPTER 2
6 Noel, Levitz and Saluri, 1985; Rosenberg and Czepiel, 1983; Tinto, 1975
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Who Spends the Most? 3ULYDWH�FROOHJHV�VSHQW�WKH�PRVW�WR�EULQJ�LQ�QHZ�XQGHUJUDGXDWHV�LQ������������VSHQGLQJ��������SHU�QHZ�VWXGHQW�DW�WKH�PHGLDQ��LQ�FRPSDULVRQ�ZLWK������SHU�QHZ�VWXGHQW�DQG������SHU�QHZ�VWXGHQW�RQ�DYHUDJH�DW�IRXU�\HDU�DQG�WZR�\HDU�SXEOLF�LQVWLWXWLRQV��UHVSHFWLYHO\�8
https://www.noellevitz.com/papers-research-higher-education/2013/2013-cost-of-recruiting-an-undergraduate-student-report
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Figure 2.1: Full-Time Employee Exclusively Devoted to Oversee Student Retention
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Figure 2.2. Risk Dimensions at Boise State University
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CHAPTER 3
10 http://nsse.iub.edu/NSSE_2014_Results/pdf/NSSE_2014_Annual_Results.pdf
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Means of Communication7KH�ULJKW�DPRXQW�RI�FRPPXQLFDWLRQ�LV�LPSRUWDQW��EXW�GHWHUPLQLQJ�WKDW�ULJKW�DPRXQW�FDQ�EH�WULFN\��7KH�EHVW�DSSURDFK�WR�PDNLQJ�WKLV�GHWHUPLQDWLRQ�LV�WR�WUDFN�FRPPXQLFDWLRQ�ZLWK�GDWD��)RU�LQVWDQFH��VWXGHQWV�PXVW�SURYLGH�WKHLU�FRQVHQW�LQ�RUGHU�WR�EH�FRQWDFWHG�YLD�WH[W�PHVVDJH�RU�SXVK�QRWLȴFDWLRQ��WKHUHIRUH��E\�WUDFNLQJ�WKH�SHUPLVVLRQV�JUDQWHG�DQG�VWXGHQW�UHVSRQVHV�WR�WKHVH�QRWLȴFDWLRQV��DQ�LQVWLWXWLRQ�FDQ�GHWHUPLQH�ZKDW�W\SH�RI�FRPPXQLFDWLRQ�VWXGHQWV�DUH�PRVW�UHVSRQVLYH�WR�DQG�ZKDW�WKH\�WHQG�WR�DYRLG��+DYLQJ�WKLV�W\SH�RI�GDWD�DOORZV�IRU�DQ�LQVWLWXWLRQ�WR�FUHDWH�DQ�LQIRUPHG�FRPPXQLFDWLRQ�SODQ�WKDW�SURYLGHV�VWXGHQWV�ZLWK�LQIRUPDWLRQ�WKH\�QHHG�LQ�D�ZD\�WKDW�VWXGHQWV�SUHIHU�ZKLOH�LQFUHDVLQJ�WKH�VWXGHQWVȇ�SRVLWLYH�H[SHULHQFH��.QRZLQJ�WKHVH�QXPEHUV�FDQ�JLYH�D�VHQVH�RI�WKH�VWXGHQW�SRSXODWLRQȇV�FRPPXQLFDWLRQ�SUHIHUHQFHV��(HFWLYH�VWXGHQW�VXFFHVV�SURJUDPPLQJ�DQG�VWUDWHJLHV�ZLOO�LQFOXGH�D�FRPPXQLFDWLRQ�SODQ�WKDW�ZRUNV�DW�HDFK�LQGLYLGXDO�FDPSXV�RU�LQVWLWXWLRQ��
:KHQ�DGPLQLVWUDWRUV�ZHUH�DVNHG�WR�LGHQWLI\�WKH�PHWKRGV�RI�FRPPXQLFDWLRQ�WKDW�EHVW�GHVFULEHG�KRZ�WKHLU�VFKRRO�FRPPXQLFDWHV�ZLWK�VWXGHQWV�DQG�WR�VHOHFW�DOO�RSWLRQV�WKDW�DSSOLHG��WKH�H[SHFWDWLRQ�ZDV�WKDW�HPDLO�ZRXOG�UDQN�KLJK�>6HH�)LJXUH����@��$QG�LW�GLG�Ȃ�RYHUDOO������RI�UHVSRQGHQWV�LGHQWLȴHG�HPDLO�DV�D�WRS�PHWKRG�RI�FRPPXQLFDWLRQ��+RZHYHU��ZKLOH�WKLV�QXPEHU�LV�KLJK�Ȃ�DQG�HYHQ�KLJKHU�IRU�FRPPXQLW\�FROOHJHV�DQG�SULYDWH�LQVWLWXWLRQV�DW����ȃLW�ZDVQȇW�DOO�LQFOXVLYH��
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4 Year public institution 4 Year private institution
2 Year community college Overall
Figure 3.1: Means of Communication
Email Phone Text message/SMS Mobile app/push noti!cation
Other
200% 40 60 80 100%200% 40 60 80 100%
200% 40 60 80 100%200% 40 60 80 100%
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6LQFH�GDWD�DOORZV�LQVWLWXWLRQV�WR�NQRZ�WKHLU�VWXGHQWV�DQG�WKHLU�ULVN�OHYHOV��GHWHUPLQLQJ�WKH�PRVW�HHFWLYH�FRPPXQLFDWLRQ�SODQ�IRU�WKHLU�XQLTXH�SRSXODWLRQ�DQG�FDPSXV�LV�WKH�QH[W�VWHS�LQ�DGGUHVVLQJ�WKRVH�ULVNV��/XFNLO\��WHFKQRORJ\�RHUV�QXPHURXV�DFFHVVLEOH�RSWLRQV�IRU�FRPPXQLFDWLRQV��)RU�LQVWDQFH��WKURXJK�UHVHDUFK�FRQGXFWHG�HDUOLHU�WKLV�\HDU�DQG�FRPSLOHG�LQ�%ODFNERDUGȇV�Trends in Online Research report�11 %ODFNERDUG�OHDUQHG�WKDW�VFKRROV�DUH�XVLQJ�D�YDULHW\�RI�WHFKQRORJLFDO�WRROV�WR�FRQQHFW�ZLWK�VWXGHQWV�DQG�IRVWHU�D�VHQVH�RI�FRPPXQLW\�RQ�FDPSXV��7KH�WRS�UHVSRQVH��DW������ZDV�HOHFWURQLF�QHZVOHWWHUV��ZLWK�WDUJHWHG�)DFHERRN�SDJHV�FRPLQJ�LQ�QH[W�DW������2WKHU�SRSXODU�RSWLRQV�ZHUH�ZHEFDVWV��OLYH�RQOLQH�4$�VHVVLRQV��DQG�PL[HG�PHGLD�IRUXPV��VXFK�DV�*RRJOH�+DQJRXWV��
11 See Footnote 5 on Page 11
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4 Year public institution 4 Year private institution
2 Year community college Overall
Figure 3.2: Frequency of Communication About Social Events
Daily
2-3 times a week
Once a week
2-3 times a month
Once a month
Less frequently than once a month
Never
200% 40 60 80 100%
200% 40 60 80 100%
200% 40 60 80 100%
200% 40 60 80 100%
Frequency of Communication 2YHU�����RI�VFKRROV�DW�DOO�WKUHH�W\SHV�RI�LQVWLWXWLRQV�UHSRUWHG�communicating with students daily about upcoming social events [See )LJXUH����@��ZKLOH�D�VLJQLȴFDQWO\�VPDOOHU�SRUWLRQȃMXVW����RYHUDOOȃcommunicate daily with at-risk students to provide support and guidance [See Figure 3.3]. For both two-year community colleges and four-year private institutions, RQFH�D�ZHHN�ZDV�WKH�PRVW�SRSXODU�DQVZHU��FRPLQJ�LQ�DW�����DQG������respectively. However, at four-year public institutions, that number was HYHQ�ORZHUȃRQO\����ȃZLWK�WKH�PRVW�FRPPRQ�UHVSRQVH�EHLQJ�ȊOHVV�frequently than once a month.”
33
4 Year public institution 4 Year private institution
2 Year community college Overall
Figure 3.3: Frequency of Communication with At-Risk Students
Daily
2-3 times a week
Once a week
2-3 times a month
Once a month
Less frequently than once a month
Only when student asks for help Never
Never
200% 40 60 80 100% 200% 40 60 80 100%
200% 40 60 80 100% 200% 40 60 80 100%
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34
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The Role of Technology in Engagement 6LQFH�WRGD\ȇV�LQFRPLQJ�VWXGHQWV�DUH�XVHG�WR�EHLQJ�FRQVWDQWO\�FRQQHFWHG�WR�WKH�ZRUOG�E\�PHUHO\�WRXFKLQJ�D�VFUHHQ��WHFKQRORJ\�SOD\V�DQ�LPSRUWDQW�UROH�LQ�FRPPXQLFDWLQJ�DQG�NHHSLQJ�VWXGHQWV�HQJDJHG��
)RU�PDQ\�QRQ�WUDGLWLRQDO�VWXGHQWV��WHFKQRORJ\�FDQ�SURYLGH�WKH�SRVVLELOLW\�RI�UHPDLQLQJ�HQUROOHG�ZKHQ�WUDGLWLRQDOO\�DWWHQGLQJ�FODVV�LV�QRW�D�YLDEOH�RSWLRQ��7KDQNV�WR�WKH�UHVHDUFK�FRQGXFWHG�IRU�%ODFNERDUGȇV�Trends in
Online Research report,12�LW�ZDV�GHWHUPLQHG�WKDW�VWURQJ�RQOLQH�SURJUDPV�DUH�D�VLJQLȴFDQW�IDFWRU�LQ�DWWUDFWLQJ�DQG�UHWDLQLQJ�VWXGHQWV��:KHQ�DVNHG�WR�UDWH�WKH�LPSRUWDQFH�RI�WDNLQJ�FRXUVHV�RQOLQH�RQ�D�VFDOH�RI�RQH�WR�ȴYH������RI�UHVSRQGHQWV�DQVZHUHG�ZLWK�D�IRXU�RU�D�ȴYH��LQGLFDWLQJ�WKDW�KDYLQJ�VWURQJ�RQOLQH�SURJUDPV�DUH�FULWLFDO�WR�DWWUDFWLQJ�DQG�UHWDLQLQJ�VWXGHQWV��
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12 See Footnote 5 on Page 11
13 https://net.educause.edu/ir/library/pdf/ss14/ERS1406.pdf
35
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36
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Nudges at Every Step Along the Student Lifecycle
37
Summarizing the Secret to Student Success
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CONCLUSION
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About the Author
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Terianne Sousa, JD, Director, Education Services and Student Retention
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