1 dr. wes habley principal associate educational services act, inc. what works in student retention...

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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

Overall responses• Mailing: 3360 institutionsMailing: 3360 institutions• Usable returns: 1104 (32.9%)Usable returns: 1104 (32.9%)

Response rates:• Technical Colleges: 70 (28.2%)

• Community Colleges: 305 (32.1%)Community Colleges: 305 (32.1%)• Four-Year public: 258 (43.1%)Four-Year public: 258 (43.1%)• Four-year private: 440 (33.3%)Four-year private: 440 (33.3%)

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Survey DetailsSurvey Details

Survey sectionsI.I. Background Background

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.

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Section III: Factors affecting Section III: Factors affecting attritionattrition

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

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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

• excellent academic programsexcellent academic programs

• an outstanding facultyan outstanding faculty

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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)

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Highest Rated Interventions Highest Rated Interventions

Intervention Tech C.C. 4-pub 4-priv

Comprehensive learning assistance center/lab

Reading center/lab

Advising interventions with selected student populations

Increased number of academic advisors

Academic advising center

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Highest Rated Interventions Highest Rated Interventions

Factor Tech C.C. 4-pub 4-priv

Tutoring

Program for first generation students

Summer bridge program

Writing center/lab

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Additional Highly Rated Additional Highly Rated Interventions Interventions (Community Colleges)(Community Colleges)

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%

• tutoring - 22%• remedial/developmental coursework

(required) - 20%

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Retention and Pass Rates of Developmental Students

Subject Developmental Course Pass Rate in First

Area Retention Rate Pass Rate College Credit Course

Reading 83% 76% 69% Writing 83% 73% 64% Math 80% 68% 58%

Gerlaugh, Thompson, Boylan, and Davis (2005)

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Top 3 InterventionsTop 3 InterventionsCommunity CollegesCommunity Colleges

• mandated placement of students in courses based on test scores - 36%

• tutoring - 22%• remedial/developmental coursework

(required) - 20%• comprehensive learning assistance center/lab

14%• academic advising center - 12%

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Top 3 InterventionsTop 3 InterventionsCommunity CollegesCommunity Colleges

• early warning systemearly warning system - - 12%

• freshman seminar/university 101 (credit)freshman seminar/university 101 (credit) – – 10%

• summer orientationsummer orientation - - 10%

• training for faculty academic advisorstraining for faculty academic advisors - - 10%

40 interventions between 1% and 9%

45 interventions not mentioned at all

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Top 3 InterventionsTop 3 InterventionsTechnical CollegesTechnical Colleges

early warning system – 26% Internships – 20% mandated placement of students in

courses based on test scores – 18% remedial/developmental coursework

(required) – 18% tutoring – 16% individual career counseling - 14%

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Top 3 InterventionsTop 3 InterventionsTechnical CollegesTechnical Colleges

pre-enrollment financial aid advising – 14% training for faculty academic advisors –

12% advising interventions with selected

student populations - 12% comprehensive learning assistance

center/lab – 12% instructional (teaching) techniques – 12%

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Comparing Intervention Differences – Community Colleges

Top quartile first to second year retention rate (high performers) v. bottom quartile first to second year retention rate (low performers)

Included only items with a mean > 3.6 for all community colleges

High performer incidence rate > 10% above low performer incidence rate

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Community College Intervention Differences

Intervention High Low reading center/lab  61% 48% comprehensive learning assistance center/lab 81% 70% increased number of academic advisors 44% 32% integration of advising with first-year transition programs 43% 28% remedial/developmental coursework 51% 37% (required)

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Community College Intervention Differences

Intervention High Low pre-enrollment financial aid 93% 77% advising diagnostic academic skills 69% 41% assessment racial/ethnic minority students  63% 41% center that integrates advising with career/life planning 61% 45% staff mentoring  29% 18%

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Top ClustersTop ClustersCLUSTER Tech C.C. 4-pub 4-priv

Learning Assistance- Academic Support

1 1 1 1

Career Planning and Placement

2

Academic Advising 3 3 2 2Assessment 2Programs/Services for student sub-populations

First-year transition programs

3 3

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Academic Academic AdvisingAdvising

AssessmentAssessmentDev. Ed. Dev. Ed. LearningLearning

AssistanceAssistance

Effective Retention

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What Works in Developmental Education

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.

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Academic Academic AdvisingAdvising

AssessmentAssessmentDev. Ed. Dev. Ed. LearningLearning

AssistanceAssistance

Effective Retention

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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

COMPASS COMPASS and theand the

Student Readiness Inventory?Student Readiness Inventory?

www.act.org/compass

www.act.org/sri