1 Dr. Wes Habley Principal Associate Educational Services ACT, Inc. What works in student retention What works in student retention Enhancing the Enhancing the persistence of developmental persistence of developmental education students education students April 16, 2010
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1 Dr. Wes Habley Principal Associate Educational Services ACT, Inc. What works in student retention Enhancing the persistence of developmental education.
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Dr. Wes HableyPrincipal Associate
Educational ServicesACT, Inc.
What works in student retentionWhat works in student retentionEnhancing theEnhancing the
persistence of developmental persistence of developmental education studentseducation students
April 16, 2010
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TOPICS
Definitions Current retention and persistence to
degree rates What works in student retention study COMPASS and Student Readiness
Inventory (SRI) as retention tools
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Types of AttritionTypes of Attrition
Expected and Justified• realized a goal other than a realized a goal other than a
degree/certificatedegree/certificate Stopping Out
• not on our timeframenot on our timeframe Unnecessary and subject to
institutional intervention
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RETENTIONRETENTION
The process of holding or keeping in one’s possession
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The process or state of being
gradually worn down.
ATTRITIONATTRITION
Migrant Mother, Dorothea Lange
Library of Congress, Prints and Photographs Division
[ reproduction number LC-USF34-9058-C]
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PERSISTENCEPERSISTENCE
To continue to exist or prevail
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Retention TrendsRetention Trends 1983-20091983-2009 Freshman-Sophomore Year Freshman-Sophomore Year
Highest % Lowest % Current %
Two-Year Public 53.7(’08,’09) 51.3(’04) 53.7
BA/BS Public 70.0(’04) 66.4(’96,’05) 67.6
MA/MS Public 71.6(’06) 68.1(’89) 69.8
PhD Public 78.1(’04) 72.9(’08) 74.4
Two-year Private 72.6(‘92) 55.5(’08) 55.5
BA/BS Private 74.0(’89) 69.6(’08) 69.9
MA/MS Private 78.0(’85) 72.3(’08) 72.0
PhD Private 85.0(’85) 80.4(’08) 80.6
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Completion TrendsCompletion Trends 1983-20091983-2009Two-year Colleges – Graduation in Two-year Colleges – Graduation in 33 years or years or
lessless
Highest % Lowest % Current %Public 38.8(’89) 27.1(’07) 28.3
Private 66.4(’90) 50.2(’08) 51.6
ALL 44.0(’89) 28.9(’07) 30.8
More than one third of developmental students earn an associate’s degree (McCabe – 2000)
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Highest %Highest % Lowest %Lowest % Current %Current %
BA/BS PublicBA/BS Public 52.852.8(’86)(’86) 39.639.6(’06)(’06) 43.043.0
MA/MS PublicMA/MS Public 46.746.7(’86)(’86) 37.037.0(’00)(’00) 38.438.4
PhD PublicPhD Public 50.650.6(’89,’90)(’89,’90) 45.045.0(’01)(’01) 48.748.7
BA/BS Private 57.5(’06) 53.3(’01) 55.9
MA/MS Private 58.4(’88) 53.5(’01) 54.8
PhD Private 68.8(’86) 63.1(05) 65.1
Completion TrendsCompletion Trends 1983-20091983-2009Four-year Public Colleges – Graduation in Four-year Public Colleges – Graduation in 55 years or less years or less
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What Works…..Survey DetailsWhat Works…..Survey Details
II.II. Retention and degree completion ratesRetention and degree completion rates
III. Factors affecting attrition
IV. Retention practices
V. Highest impact programs
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What Works…..Disclaimer
The data reported in this survey are based on the perspectives of the individuals who responded to the survey. In some cases responses were informed by data collected at the respondent’s institution. It is inappropriate to suggest that there is an empirical relationship between any factor or intervention and student retention.
42 factors listed To what degree does each factor affect
attrition at your school• 5 = Major effect on attrition5 = Major effect on attrition• 44• 3 = Moderate effect on attrition3 = Moderate effect on attrition• 22• 1 = Little or no effect on attrition1 = Little or no effect on attrition
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Highest Rated Factors Highest Rated Factors in Attritionin Attrition
Factor Tech C.C. 4-pub 4-priv
Level of student preparation for college work
Adequacy of personal financial resources
Level of student commitment to earning a degree
Level of student motivation to succeed
Student study skills
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Highest Rated Factors Highest Rated Factors in Attritionin Attrition
Factor Tech C.C. 4-pub 4-priv
Student low socio-economic status
Amount of financial aid available to students
Student institution “fit”
Level of job demands on students
Student family responsibilities
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Additional High Contributions to Additional High Contributions to Attrition Attrition (Community College)(Community College)
student personal coping skills student educational aspirations and
goals level of certainty about career goals level of emotional support from family,
friends, and significant others student first-generation status level of job demands on students
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Comparing Attrition Factors
Top quartile first to second year community college retention rates (high performers) v. bottom quartile first to second year retention rates (low performers)• High = 69 institutions• Low = 70 institutions
All contributions to attrition rated 3.5 or higher by community colleges
Differential between high and low performers of .2 or greater
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High/Low Attrition Differences
ITEM level of student
preparation for college-level work
level of student commitment to earning a degree
student personal coping skills
HIGH LOW
4.1 4.4
3.8 4.1
3.4 3.6
2020
Why do we have a problem?Why do we have a problem?
We have…..• a beautiful campusa beautiful campus
• great facilitiesgreat facilities
• a rich set of co-curricular a rich set of co-curricular experiencesexperiences
The problem must be that we The problem must be that we have the….have the….
WRONG STUDENTSWRONG STUDENTS
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John Gardner comments….John Gardner comments….
It is disturbing to note….that in spite of all we know about student retention that institutions are still inclined to hold students responsible for their retention/attrition while dramatically minimizing the institutional role in student retention.
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Section IV – Retention InterventionsSection IV – Retention Interventions 94 identified retention practices 2 wild cards Two sub-sections:
• Is this intervention offered? (yes or no)Is this intervention offered? (yes or no)• If it is offered, rate the contribution to retentionIf it is offered, rate the contribution to retention
Five-point Rating ScaleFive-point Rating Scale• 5 = Major Contribution to Retention5 = Major Contribution to Retention• 44• 3 = Moderate Contribution to Retention3 = Moderate Contribution to Retention• 22• 1 = Little or no contribution to Retention1 = Little or no contribution to Retention
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Section IV – Retention Intervention Section IV – Retention Intervention ClustersClusters
• First-year transition programs (8 items)First-year transition programs (8 items)• Academic advising (15)Academic advising (15)• Assessment (9)Assessment (9)• Career Planning and Placement (6)Career Planning and Placement (6)• Learning Assistance/Academic Support (19)Learning Assistance/Academic Support (19)• Mentoring (4)Mentoring (4)• Faculty Development (7)Faculty Development (7)• Financial Aid (3)Financial Aid (3)• Co-curricular Services/Programs for specific sub-Co-curricular Services/Programs for specific sub-
populations (10)populations (10)• Other activities/programs (10)Other activities/programs (10)
mandated placement of students in courses based on test scores
remedial/developmental coursework (required)
mathematics center/lab
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Combining Percentage of Use Combining Percentage of Use with Item Means with Item Means
Top one-third Middle one-third Lowest one-third
Highest rated
items
Lowest rated
items
Percentage of Institutions offering a specific intervention (INCIDENCE)
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This is not rocket science!This is not rocket science!
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GOOD BETS: Community CollegesGOOD BETS: Community Colleges
comprehensive learning assistance center/lab (4.1) tutoring (4.1) mandated placement of students in courses based on
test scores (4.1) remedial/developmental coursework (required) (4.1) writing center/lab (4.0) mathematics center/lab (4.0) advising interventions with selected student populations
(3.9) academic advising center (3.9) supplemental instruction (3.8)
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CONSIDER: Community CollegesCONSIDER: Community Colleges
reading center/lab (4.1) increased number of academic advisors (4.0) first-generation students (4.0) recommended placement of students in courses based
on test scores (3.9) remedial/developmental coursework (recommended)
(3.8) international students (3.7) diagnostic academic skills assessment (3.7) racial/ethnic minority students (3.7) freshman seminar/university 101 (credit) (3.7)
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SLEEPERS: Community CollegesSLEEPERS: Community Colleges
integration of advising with first-year transition programs (3.9)
organized student study groups (3.8)
extended freshman orientation (credit) (3.7)
foreign language center/lab (3.7)
peer mentoring (3.7)
staff mentoring (3.6)
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BEST BETS: Technical Colleges
comprehensive learning assistance center/lab mathematics center/lab supplemental instruction diagnostic academic skills assessment internships cooperative education training for faculty academic advisors training for non-faculty academic advisors tutoring specified student learning outcomes (syllabus) for
advising mandated placement of students in courses based on
test scores
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CONSIDER: Technical Colleges
reading center/lab writing center/lab assessment of faculty academic advisors increased number of academic advisors performance contracts for students in
academic difficulty first-generation students
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SLEEPERS: Technical Colleges
freshman seminar/university 101 (non-credit)
summer bridge program foreign language center/lab integration of advising with first-year
transition programs enhanced/modified faculty reward system
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DATA - !%&#!DATA - !%&#!%*&&@!%*&&@!
BORING!BORING!
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Top 3 InterventionsTop 3 InterventionsCommunity CollegesCommunity Colleges
• mandated placement of students in courses based on test scores - 36%
Accurate assessment, effective academic advising, and appropriate placement are critical components of successful developmental education programs (Boylan, 2002; McCabe, 2000; Morante, 1989).
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Developmental Education Works in Student Retention
Students who did not participate in a developmental math program were four times more likely to drop out of college during their first three years compared to equivalent students who did participate in the developmental program (Lesik – 2008)
Higbee, Arendale, and Lundell (2005) cite estimates that two million students would drop out of college annually in the absence of developmental education.
Provides high quality assessmentassessment of academic skills in reading, writing, and mathematics to ensure that all students are placed in courses most likely to maximize their opportunity to succeed
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Provides diagnosticdiagnostic basic skills assessments in reading, writing, and mathematics that: assist developmental educators to pinpoint academic skills that need attention support the delivery of learning assistance services
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Academic Academic AdvisingAdvising
AssessmentAssessment
Effective Retention
Dev. Ed. Dev. Ed. LearningLearning
AssistanceAssistance
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Identification of key factors that predict postsecondary student success has focused primarily on the assessment of academic skills
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Identification of key factors that predict postsecondary student success has focused primarily on the assessment of academic skills
There is general agreement that these should be augmented by the assessment of other relevant attributes (e.g., personality and social factors, biodata, etc).
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Measures psychosocial factors that are associated with academic success and college student retention
Identifies at-risk students early and informs interventions that assist them in their educational development
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It is a low stakes, self-report instrument
Has 108 items that are face-valid and amenable to change through intervention
Items form 10 scales
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Provide academic advisorsacademic advisors and and developmental educatorsdevelopmental educators with a comprehensive collection of information about a student’s academic skills, psychosocial characteristics, goals, plans, past academic performance, interests, and needs
and
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Web-based SRI tools
Overview Action plan that students can use to take steps
toward working on weaknesses and capitalizing on strengths
Toolbox provides guidance on topics such as goal setting, organization and time management, planning for a career, interpersonal development, managing stress and test anxiety, improving study skills, etc.
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Academic Academic AdvisingAdvising
AssessmentAssessment
Effective Retention
Dev. Ed. Dev. Ed. LearningLearning
AssistanceAssistance
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Where can you find more Where can you find more information oninformation on