An Analytic Strategy to Improve Transfer Student Retention

The University of Hawaiʻi at Mānoa – Spring 2011

GenderAgeEthnicityResidencyGeographic Origin

High School GPA & RankSATAP CLEPEducational GoalsTransfer GPA# Transfer Credits

Educational LevelMajorCredit LoadFirst Term GPADistance EducationDual EnrollmentHigh Failure Rate Courses

On Campus EmploymentHousingStudent Life ActivitiesAthleticsSTAR UsageAverage Class Size

Need Based AidNon-need Based AidPell GrantWork Study% of Aid Met

Gender by AgeEthnicity by Geographic OriginEmployment by HousingHigh School GPA by First Term GPAResidency by Need Based AidRatio of Successful Adds to Drops

Retained After 1st

Year

Demographics

Pre-College

Academic

Campus Experience

Financial Need

Interactions

1st Term GPA

On Campus

Employment

Declared Major

Geographic Origin

Distance Education

Ethnicity

Need-Based Aid

Strongest

Weakest

Retained After 1st

Year

These variables account for approximately 24% of the variance in a student’s likelihood of graduating on time (Pseudo R Square = .243)

*Wald statistic (sig.)The Wald test statistic was used to indicate strength of the variable instead of the coefficient, standardized beta, because of the nature of the logistic regression, the coefficient is not easily interpretable to indicate strength.

37.172

(<.001)*23.617 (<.001)*17.289 (<.001)*

14.375 (<.001)*

8.895

(.003)*

7.648

(.006)*

4.250 (.

039)*

For you as an advisor:o Data/evidence to refine delivery of services to transfer

students

o Helps to identify possible risks for transfer students

o Informs conversations with students

• Encourage on-campus jobs

• Inform students about scholarship opportunities

For policy consideration:o Mandatory advising in first semester

o Declaration of major earlier than later

Mānoa Institutional Research Mānoa Institutional Research OfficeOffice

www.manoa.hawaii.edu/ovcaa/mir

Tim MerrillInterim Program Officer

[email protected]

John StanleyInstitutional Analyst

[email protected]