back to the basics? research-based strategies for college student success

Back to the Basics?Research-based strategies for college student success

Dr. Wes Habley

[email protected]

Everything I know about college student retention, I learned in 1980

Back to the Basics

Lumina Foundation Goal

Increase the percentage of Americans with high-quality degrees and credentials to 60 percent by the year 2025. (166,000/year) Current level: 39.9% Higher education attainment rates among adults,

first-generation, low-income and students of color are significantly lower than those of other students

Fastest growing segments of the US population are those least likely to complete high school, enroll in college and earn certificates or degrees.

Back to the Basics

President Obama 2020 Goal U.S. will return to first in the world in the

proportion of 25-34 year-olds with some form of postsecondary education

Requires H.S. graduation rate of 90% (current rate is 74.9%)

We must double current undergraduate enrollment

8 million more individuals must complete postsecondary education

Back to the Basics

Global Competitiveness?

23rd of 35 countries on high school enrollment of 15-19 year-olds

20th of 28 countries on high school completion rate

10th of 32 countries on B.A. enrollment rate 12th of 36 countries in degree attainment of

25-34 year-olds

Back to the Basics

Topics

Overview of WWISR surveys Attrition Factors Retention Interventions Retention and Degree Completion Rates Educational Attainment Rates Expanding the Retention Paradigm

Back to the Basics

Back to the Basics

Section 1: What Do We Know

About Retention and Persistence to Degree?

Section 2: The Case for Intensified

Campus Efforts Section 3: Core Components

of Student Success

Back to the Basics

ACHIEVEMENT

BEHAVIOR GOALSSUCCESS

Back to the Basics

What Works in Student Retention Beal and Noel (1980)

Collaboration with NCHEMS 40.2% response rate

Cowart (1987) Collaboration with AASCU 51.7% response rate

Habley & McClanahan (2004) 35.4% response rate

Habley, McClanahan, Valiga, & Burkum (2010) 34.5% response rate

Back to the Basics

Highest Rated Dropout Characteristics (1980-87)

Low academic achievement Limited educational aspirations Indecision about a major/career goal Inadequate financial resources

Greatest Impact on Attrition (2004-10)Factor Tech C.C. 4-pub 4-priv

Level of student preparation for college work

Level of student commitment to earning a degree

Adequacy of personal financial resources

Level of student motivation to succeed

Student study skills

Back to the Basics

NO CHANGE

If students……

….had better academic preparation

….had better study skills

….were more committed to earning a degree

….were more certain about a program of study

….were more motivated to learn

….had better financial support

….had better support from significant others

Back to the Basics

There would be no attrition problem

Least Impact on Attrition (2004-10)

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

Campus safety and security

Cultural activities

Residence hall facilities

Student physical health issues

Commuting/living off campus

Back to the Basics

NO CHANGE

Why do we have a problem? We have…..

a beautiful campus great facilities a rich set of co-curricular

experiences excellent academic programs an outstanding faculty

Back to the Basics

The problem must be that we have the….

WRONG STUDENTS

Back to the Basics

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.

Back to the Basics

What do we know about academic performance?

Back to the Basics

Academic Performance

Global competitiveness is on the decline High school grades are on the rise Dual enrollment is on the rise Advanced placement is on the rise Assessment results are stagnant

NAEP Pipeline scores ACT college readiness pipeline scores

2013 College Readiness Benchmarks

Back to the Basics

ACT College Readiness benchmarks

Score needed on an ACT subject area test for a:

50% chance of a B or higher OR A

75% chance of a C or higher IN THE

corresponding credit-bearing college course

2013 College Readiness Benchmarks

Back to the Basics

Test College Course ACT Score/% earning

English English Comp. 18/64%Math College

Algebra22/44%

Reading Social Science 21/44%

Science Biology 24/36%

26% of ACT-tested 2013 high school graduates met all four benchmarks

What do we know about retention and persistence to degree rates?

Back to the Basics

Retention Trends 1983-2013 Freshman-Sophomore YearHighest % Lowest % Current %

Two-Year Public 55.7 (’10) 51.3(’04) 55.0

BA/BS Public 70.0(’04) 66.4(’96,’05) 64.4

MA/MS Public 73.6 (‘13) 68.1(’89) 73.6

PhD Public 78.6(’10) 72.9(’08) 77.4

Two-year Private 72.6(‘92) 55.5(’08,’12) 56.4

BA/BS Private 74.0(’89) 67.3(’10,’12) 67.4

MA/MS Private 78.0(’85) 69.9 (‘13) 69.9

PhD Private 85.0(’85) 80.2(’12,‘13) 80.2

ALL 66.8

Back to the Basics

NO CHANGE

Completion Trends1983-2013

Two-year Colleges – Graduation in 3 years or lessHighest % Lowest % Current %Public 38.8(’89) 22.7 (‘13) 22.7

Private 66.4(’90) 50.2(’08) 51.3

ALL 44.0(’89) 24.8(’13) 24.8

Back to the Basics

NO CHANGE

Highest % Lowest % Current %

BA/BS Public 52.8(’86) 35.1(’13) 35.1

MA/MS Public 46.7(’86) 37.0(’00) 37.9

PhD Public 50.6(’89,’90) 45.0(’01) 48.0

BA/BS Private 57.5(’06) 53.3(’01) 56.9

MA/MS Private 58.4(’88) 53.5(’01) 54.4

PhD Private 68.8(’86) 62.3(‘13) 62.3

Completion Trends 1983-2013Four-year Colleges – Graduation in 5 years or less

Back to the Basics

NO CHANGE

College Participation/AttainmentSome

CollegeAA/ASDegree

BA/BSDegree

Above a BA/BS

All races 19.5%

White (non-Hispanic) 20.0%

White in combination. 19.4%

Black alone 22.2%

Black in combination 22.5%

Hispanic (any race) 15.6%

Asian alone 13.9%

Asian in combination 14.6%

U.S. Census, 2010: population 18 years or olderBack to the Basics


CollegeAA/ASDegree

BA/BSDegree

Above a BA/BS

All races 19.5% 8.5%

White (non-Hispanic) 20.0% 9.2%

White in combination. 19.4% 8.6%

Black alone 22.2% 8.1%

Black in combination 22.5% 8.2%

Hispanic (any race) 15.6% 5.8%

Asian alone 13.9% 6.6%

Asian in combination 14.6% 6.7%



CollegeAA/ASDegree

BA/BSDegree

Above a BA/BS

All races 19.5% 8.5% 17.7%

White (non-Hispanic) 20.0% 9.2% 19.9%

White in combination. 19.4% 8.6% 18.1%

Black alone 22.2% 8.1% 11.6%

Black in combination 22.5% 8.2% 11.7%

Hispanic (any race) 15.6% 5.8% 8.8%

Asian alone 13.9% 6.6% 29.8%

Asian in combination 14.6% 6.7% 29.5%


College Participation/Attainment

Some College

AA/ASDegree

BA/BSDegree

Above a BA/BS

All races 19.5% 8.5% 17.7% 9.3%

White (non-Hispanic) 20.0% 9.2% 19.9% 10.6%

White in combination 19.4% 8.6% 18.1% 9.4%

Black alone 22.2% 8.1% 11.6% 5.6%

Black in combination 22.5% 8.2% 11.7% 1.1%

Hispanic (any race) 15.6% 5.8% 8.8% 3.1%

Asian alone 13.9% 6.6% 29.8% 18.7%

Asian in combination 14.6% 6.7% 29.5% 18.2%


NO CHANGE

After 40 Years…..

Attrition Factors – No Change Retention Interventions – No Change Retention and Persistence to Degree Rates –

No Change U.S. Educational Attainment – No Change The fastest growing demographic groups

include those least likely to succeed in the educational system

Back to the Basics

Asian/American Caucasian

3

Asian/American Caucasian

1

Hispanic/American

3

Caucasian Hispanic/American

2

Caucasian

1

Asian American African/American

1

African/Hispanic/ Caucasian

1

American

African/Caucasian/ Asian American

2

American

This is about all of America’s children

These are America’s kids

Lumina Foundation Goal?

Obama Goal?

Back to the Basics





of Student Success Section 4: Proven Student Success

Practices

Back to the Basics

Retention Interventions

All four surveys…… Entry level course placement Appropriate learning support/developmental

education Academic Advising First year transition programs

Back to the Basics

ACHIEVEMENT

BEHAVIOR GOALSSUCCESS

Back to the Basics

Indirect v. Direct Relationships

FACTOR OUTCOME

MEDIATOR

DIRECT EFFECT

INDIR

ECT

EFFE

CT

INDIRECT EFFECT

Back to the Basics

Indirect v. Direct Relationships

FACTOR OUTCOME

MEDIATOR

DIRECT EFFECT

INDIR

ECT

EFFE

CT

INDIRECT EFFECT

RELATIONSHIP SATISFACTION PERSISTENCE

Course Placement

Learning Support

Academic Advising

Transition Programs

High Quality

Back to the Basics

High Quality Course Placement“Optimal placement results when students begin with the course for which all important learning outcomes have been satisfied and few important course outcomes have been mastered.”

D.R. Whitney (1989)

Back to the Basics

Course Placement in WWISR Academic preparation was consistently rated

as a major cause of student attrition Mandatory placement testing rated in the top

five retention strategies across all institutional types

The use of placement diagnostics was a differentiator between high retention campuses and low retention campuses

Course Placement Imperatives

Required of all students Selection of an assessment instrument

Validity Reliability Curricular alignment Costs Availability of diagnostics

Back to the Basics

Course Placement ImperativesMultiple sources of information

Test scores are but one element in the decision Previous academic performance Educational program/Career Choice Psycho-social measures Student prerogative Intervening life experiences

Decisions derived through dialog with an advisor

Back to the Basics

High quality learning supportLearning support fills the gaps between the learning outcomes that students can demonstrate and those that are necessary to begin and succeed in a particular course

Whitney - extended

Learning Support in WWISR Remedial/Developmental Coursework

(required)

Back to the Basics

Developmental Education Courses Percentage of colleges offering

developmental education Two-year Colleges 99% Four-year Public Colleges 88% Four-year Private Colleges 68%

Back to the Basics

Remediation

Percentage of community college students taking at least one remedial course

45%

27%Source: National Center for Education Statistics

Percentage of four-year college students taking at least one remedial course

WHAT HAPPENS WHEN THEY ENROLL?

Remediation

Annual estimated cost of college remediation in the United States

$5,600,000,000,000

$5.6 Billion

Source: Alliance for Excellent Education

Developmental Education Courses Percentage of colleges offering

developmental education Two-year Colleges 99% Four-year Public Colleges 88% Four-year Private Colleges 68%

We are teaching college courses to

high school students

We are teaching high school

courses to college students

Back to the Basics

Learning Support in WWISR Remedial/Developmental Coursework

(required) Supplemental Instruction Comprehensive Learning Assistance Center Tutoring Early Warning system

Back to the Basics

Academic advising is theonly structured activity on thecampus in which all studentshave the opportunity forone-to-one interaction with aconcerned representative ofthe institution.

The potential impact

Back to the Basics

High Quality Academic Advising

Conceptual beliefs about advising

Student centered definition of advising

Advising as teaching Career/Life planning Student persistence

Back to the Basics

Organizational beliefs about academic advising

Hub of student support Coordination and collaboration Active outreach Training, assessment,

recognition

Back to the Basics

Academic Advising in WWISR Programs for special populations Increased staffing Advising center/office Integration with first year experience Integration with career/life planning

Back to the Basics

High Quality Transition Programs Transition is a three-stage process

Separation from some, if not many, of the values, norms and behaviors that characterized past social/educational environments

A period of passage between old and new Acceptance of many of the new norms, values

and behaviors

Back to the Basics

High Quality Transition Programs Three basic types

Orientation Generally time-constrained and generally occurring

before classes begin Learning Community

Small group of students enrolled together in two or more courses.

Four basic models First-year seminar

A course offered to or required of new students

High Quality Transition Programs Scope, content and format guided by

Identification of student needs Institutional characteristics Institutional culture

Current Retention Paradigm

The percentage of students who enroll at an institution, are retained at that institution, persist at that institution and graduate from that institution in a reasonable period of time.

Back to the Basics

Higher Education Production Model

61

RETENTION

The process of holding or keeping in one’s possession

DIMENSION RETENTION PARADIGM

Goal Degree or certificate

Where

Path to Goal

Time to Goal

Institutional Questions

Student Role

Important Transitions

Relationship to other education Providers

Measure of Effectiveness

Back to the Basics



Where At institution of first enrollment

Path to Goal

Time to Goal


Student Role




Back to the Basics




Path to Goal Linear

Time to Goal


Student Role




Back to the Basics




Path to Goal Linear

Time to Goal With all due speed


Student Role




Back to the Basics




Path to Goal Linear



How can we best serve?Why did she leave?

Student Role




Back to the Basics




Path to Goal Linear




Student Role Primary life role




Back to the Basics




Path to Goal Linear






Into this institutionThrough this institutionGraduation from this institution



Back to the Basics




Path to Goal Linear








Competitive OpaqueDiscreetUnsystematic


Back to the Basics




Path to Goal Linear










Institutional retention rateInstitutional degree completion

rate

Back to the Basics

http://www.act.org/readinessreality/13/pdf/Reality-of-College-Readiness-2013.pdf

http://www.act.org/readinessreality/13/pdf/Reality-of-College-Readiness-2013.pdf

The Reality of College Readiness – 2013

72

Reports on the 2012 college enrollmentstatus of ACT-tested students in the highschool graduating class of 2011

National Student Clearinghouse Match

Back to the Basics

Key Finding - Institutional measures of retention fail to tell the whole story about student success

Trends in students migration and movement Multiple institutions as they progress Geography matters So do their goals (intentions)

Institutional measures are limiting & linear

Back to the Basics

Group Exercise

Stopped out of college for one term or longer Entered college with dual enrollment, AP, CLEP or

other college level credit Took courses part-time Took longer than four years to earn your

undergraduate degree Transferred (2-yr to 4-year OR 4-yr to 2-yr) Enrolled in two or more institutions simultaneously Began college after age 25 Did not enroll in college right out of high school Took an online course as an undergraduate

Back to the Basics

Challenging the assumptions of the retention paradigmFor every 100 college students……. 45 bring college credit with them at first full-time

enrollment (dual credit, AP, online, CLEP) 11 simultaneously enroll in more that one institution 41 attend more than one institution 29 transfer from two-year to four-year colleges 14 transfer from four-year to two-year colleges 38 enroll part time 30 delay enrollment a year or more 25 are over the age of 25 30 enroll in an online course

Back to the Basics

Student Success in College Is not constrained by time

Back to the Basics

Student Success in College Is not constrained by place

Back to the Basics

Key Finding - Too many students who intend to go to college are not enrolled anywhere one year later Self select by taking a college entrance test

Attend nowhere Intend to delay enrollment but are not enrolled one year later Attend one year (or less) but are not enrolled in a

second year

Back to the Basics

Fall 2011 Status

Fall 2012 Status Group 1 Group 2 Group 3

Group 4

All Grads Re-Enrolled in State

44 55 54 46

Re-Enrolled Out of State

35 19 12 11

Not Enrolled- unknown

22 26 34 43

2013 Reality of College Readiness - National

Group 1: <20%DE, MD, ME, NC, NH, NJ, PA, RI, & WA

Group 2: 20-59%AK, AZ, CA. CT, GA, HI, IN, MA, NV, NY, OR, SC, TX, VA, & VT

Group 3: 60-79%FL, IA, ID, KS, MN, MO, MT, NE, NM, OH, OK, UT, WI, & WV

Group 4: 80-100%AL, AR, CO, IL, KY, LA, MI, MS, ND, SD, TN, & WY

Back to the Basics

Fall 2011 Status

Fall 2012 Status

Group 1 Group 2 Group 3

Group 4

Two-year college

Not Enrolled- unknown

22 26 34 43

Four-year public

Not Enrolled –unknown

24 25 30 32

Four-year private

Not Enrolled - unknown

7 9 14 13

2013 Reality of College Readiness Not enrolled – one year later

Group 1: <20%DE, MD, ME, NC, NH, NJ, PA, RI, & WA

Group 2: 20-59%AK, AZ, CA. CT, GA, HI, IN, MA, NV, NY, OR, SC, TX, VA, & VT

Group 3: 60-79%FL, IA, ID, KS, MN, MO, MT, NE, NM, OH, OK, UT, WI, & WV

Group 4: 80-100%AL, AR, CO, IL, KY, LA, MI, MS, ND, SD, TN, & WY

Back to the Basics

Percent of Students after one year who are not in education or unknown by benchmark attainmentMet Zero Met One Met Two Met

ThreeMet Four

57% 34% 35% 21% 17%

Back to the Basics

68,00050,400

Key Finding - There is a relationship between retention and the fit between a student’s interests and chosen major.

Understand the importance of fit Capture and use the data

Utilize non-cognitive measures in your intervention and counseling strategies

Back to the Basics

Retention Rates by Institution Type of First College Choice and Interest-Major Fit*: All ACT-Tested Enrolled Students

Back to the Basics





of Student Success Section 4: Proven Student Success

Practices Section 5: Making Student Success

a Priority Back to the Basics

Rethinking the Retention Paradigm How would things be different if individual

student success became the goal rather than institutional retention and persistence to degree rates?

How would we expand the paradigm?

Back to the Basics

DIMENSION RETENTION PARADIGM EXPANDED PARADIGM

Goal Degree or certificate Student defined


Path to Goal Linear










Institutional retention rateInstitutional degree completion rate

Back to the Basics



Where At institution of first enrollment Any college

Path to Goal Linear











Back to the Basics




Path to Goal Linear Non-linear, discontinuous











Back to the Basics





Time to Goal With all due speed Student pace, discontinuous










Back to the Basics








How can we best serve? Where is she going?How can we help her get

there?








Back to the Basics









there?

Student Role Primary life role May be one of several important life roles







Back to the Basics









there?




Into this institutionTransition to another

institution





Back to the Basics









there?




Into this institutionTransition to another

institution



TransparentCollaborativeSystematic



Back to the Basics








How can we best serve? Where is she going?How can we help her get there?




Into this institutionTransition to another institution



TransparentCollaborativeSystematic



Student success – goal achievement rate

Back to the Basics

Implementing the expanded paradigmRecommendations for Policy Makers Pursue P-20 collaborations to develop integrated

education systems

Expand the current retention definition to focus on individual student success - the achievement of student educational goals rather than the completion of a degree at a specific institution within a specific timeframe

Measure and reward individual student success across the postsecondary system. Success should not be measured solely by retention and graduation rates within an institution.

Back to the Basics

Implementing the expanded paradigmRecommendations for Policy Makers Review and revise policies and agreements which

increase the transparent movement of students from one educational experience to another

Develop a common course numbering system Develop a course applicability system Expand articulation agreements Establish a clearinghouse which serves as a

repository for a student-owned educational portfolio used to facilitate institution to institution transitions

Participate in the Voluntary System of Accountability (VSA) or the Voluntary Framework for Accountability (VFA)

Back to the Basics

Topics

Overview of WWISR surveys Attrition Factors Retention Interventions Retention and Degree Completion Rates Educational Attainment Rates Expanding the Retention Paradigm

Back to the Basics

Back to the Basics?Three Decades ofWhat Works in Student Retention

Dr. Wes Habley

[email protected]

back to the basics? research-based strategies for college student success

Documents

basics section

basics global competitiveness

basics president obama

college student retention

student preparation

student retentionbeal

college student successdr

degree attainment