kristina m. cragg, ph.d. emily shaw, ph.d. · o aces o institutional perspectiveinstitutional...

Emily Shaw, Ph.D.Assistant Research Scientist

Kristina M. Cragg, Ph.D.Assistant to the President for Strategic

The College Board [email protected]

Research and Analysis Valdosta State [email protected]

October 22, 2009October 22, 2009College Board Forum

New York, NY

You may be interested in this session, if… You want to know more about what institutions can

accomplish using College Board data.Y f th b fit f i C ll You are unaware of the benefits of using College Board data of participating institutions

You want to know how College Board data can be You want to know how College Board data can be utilized to gain a perspective of retention rates and those students who need extra guidanceg

By the End of this Presentation …… We Will Have Discussed:

o The National SAT Validity St dStudy

o ACESo Institutional perspectiveo Institutional perspective

using CB data Specific examples of data Impact on campus

o Questions & Comments

Institutional Perspective About VSU and Current Issues Definition of Retention What Can Institutions Do with College

B d D t ?Board Data?o SAT Validity Datao Basic Intermediate and Advancedo Basic, Intermediate , and Advanced

Reports Benefits to Participating Institutions Case Study – Predicting Student Success

o VSU Analysis – Student Success Enhancement TeamEnhancement Team

o College Board Data4

About Valdosta State University Public, 4 year institution Located in south Georgia serving a

service region of 41 countiesservice region of 41 counties Fall 2009 enrollment of 12,400

(approx.)( pp )o 10,500 Undergraduateo 1,900 Graduate

5

Current Issues at VSU Budget concerns

o Budget cuts of 25% of state appropriations over within 2 yearsAdditi l t ??o Additional cuts??

Retention Rates & Graduation Rates o High priorityo High priorityo Retention rates decreased – slight

increase in Fall 2009o Graduation rates decreased – slight

increase recentlyI d P d ti it d Effi i Increased Productivity and Efficiencyo “Do more with the same or less”

6

Definitions Retention Rate: “A measure of the

rate at which students persist in their educational program at antheir educational program at an institution, expressed as a percentage. For four-year i tit ti thi i th tinstitutions, this is the percentage of first-time bachelors (or equivalent) degree-seeking undergraduates from the previous fall who are again enrolled in the current fall” (IPEDS 2008)current fall (IPEDS, 2008). Source: IPEDS Glossary, 2008.

What Can Institutions Do With SAT Validity Data?Validity Data? Data is available from ACES in a

variety of ways to inform the campus:y y po Basic - standard Admission Validity

Reporto Intermediate - customized report

using additional variables from existing ACES dataexisting ACES data

o Advanced - customized report using additional variables from

i ti ACES d t d i t lexisting ACES data and internal data [Created by the institution]

8

What Can My Institution Do With a Basic Report?Basic Report? Provides a first look at

institutional correlations between fi G hi h h l Gfirst-year GPA, high school GPA, and test scores as predictors

Identify students at risk of notIdentify students at risk of not completing degree requirementso Opportunities for intervention

with currently enrolled students

o Use Student Tracker to locateo Use Student Tracker to locate non-enrolled

9

What Can My Institution Do With an Intermediate Report?Intermediate Report? Dig deeper into data found in

the original reportg po Pinpoint areas of interest for

further analysis (institutions i l d i bl tcan include variables not

addressed in first report)o Uses existing ACES datao Uses existing ACES data

variables

10

What Can My Institution Do With an Advanced Report?Advanced Report? Created by institution in conjunction

with College Board dataU i t l i bl hi h Use internal variables which were included in the upload file for analysiso Create institutionally definedo Create institutionally defined

subgroupso Use internal variable for criteriono Use internal variables for additional

predictorsNote: May need to work with Institutionalo Note: May need to work with Institutional Research office and/or Information Technology

11

Benefits to Participating Institutions Predictors of student success

o Enrollment implicationso Budget implicationso Freshman year experience programso Sophomore year experience programs

O i i i i h i k d i h G Opportunities to intervene with at-risk students with GPAs above 2.0o Academic advisingo Academic advising

Opportunities for targeted admissions Information for prospective studentsp p

o Characteristics of successful students12

Case Study – Predicting Student Success

C bi iC ll B dVSU Combination of Data

College Board Data

VSUData

Predicting Student SuccessPredicting Student Success

VSU Regression AnalysisTwo consecutive years of declines in retention rates Two consecutive years of declines in retention rateso 4.5% over three years (Fall 2006, Fall 2007, Fall 2008)o At risk of an additional declineo At risk of an additional declineo Decrease in average SATo Decrease in average HS GPAgo Increase in enrollments

Action was needed immediatelyo Limited Resourceso Limited Time

H t k ff to How to make our efforts count the most?

14

Ad i # f St d tVSU Regression Analysis 542 students divided among 5 full-time

f i l d i

Advisor # of StudentsSSC 1 123SSC 2 125

professional advisorso 2 Student Success Center o 1 College of Business

COE 98COBA 87OASIS 109

o 1 College of Educationo 1 OASIS (for undecided students)

Sent emails requesting students email or call to make an appointment

OASIS 109TOTAL 542

Sent emails requesting students email or call to make an appointment Collected information about why the student felt he/she was

struggling. Student Success Enhancement Team (SSET) Student Success Enhancement Team (SSET) Met monthly to discuss current efforts and next steps Constantly looked for ways we could provide advisors with more

i f tiinformation.

15

About the Students—VSU EXHIBIT 3: PERCENTAGE OF AT‐RISK STUDENTS

BY ETHNICITY, SPRING 2008EXHIBIT 2: PERCENTAGE OF AT‐RISK STUDENTS

BY GENDER, SPRING 2008

0.6%0.6% 1.7%

3.5%Asian

45.4%

36 3%

American Indian

Hispanic54.6% 36.3%

57.4%

p

Multiracial

Male Female

AfricanAmerican

White

Source: VSU SRA Office, November 2008.

16

About the Students—College BoardEXHIBIT 5: PERCENTAGE OF AT‐RISK STUDENTS

BY ETHNICITY, FALL 2007EXHIBIT 4: PERCENTAGE OF AT‐RISK STUDENTS

BY GENDER, FALL 2007

1.4% 0.5%3.3%

2.8%Asian

42.7%

American Indian

Hispanic

57.3%33.8%

58.2%Multiracial

African American

Male Female

American

White

Source: VSU SRA Office, February 2009.

17

f dEXHIBIT 6: PERCENTAGE OF STUDENTS BY TOP FIVE AREAS OF STUDY IN STUDENT SUCCESS PLAN,

SPRING 2008

Top Five Areas of Study—VSU

16.8%70

80

90

12.6%50

60

of Stude

nts

8.4%

5.7%4 6%

20

30

40

Num

ber

4.6%

0

10

Undecided Biology Pre‐Nursing Business Admin Marketing

Source: VSU SRA Office, May 2008.

Undecided Biology Pre‐Nursing Business Admin Marketing

18

f d ll dEXHIBIT 7: PERCENTAGE OF AT‐RISK STUDENTS BY TOP FIVE AREAS OF STUDY,

FALL 2007

Top Five Areas of Study—College Board

15.5% 15.5%14

16

18

8

10

12

ber o

f Stude

nts

6.1% 6.1% 5.6% 5.6% 5.6%

2

4

6

Num

b

0

Undecided Biology Business Admin

Nursing AthleticTraining & Sports

Medicine

Management Psychology


Medicine

19

Grade Point Averages—VSU EXHIBIT 12: COMPARISON BETWEEN GENDER AND AVERAGE HS GPA BY TERM FOR

AT‐RISK STUDENTS ENTERING FALL 2007

2.892 50

3.00

3.50

2.732.89

1.50

2.00

2.50

1.171.341.35

1.54

0.50

1.00

0.00

Avg. HS GPA Avg. Fall 2007 GPA Avg. Spring 2008 GPA

Males Females


Males Females

20

Grade Point Averages—College BoardEXHIBIT 13: COMPARISON BETWEEN GENDER AND AVERAGE HS GPA FOR

AT‐RISK STUDENTS ENTERING FALL 2007

3.083.22

2 50

3.00

3.50

2.16 2.192.19 2.16

1.50

2.00

2.50

0.50

1.00

0.00

Avg. HS GPA Avg. Fall 2007 GPA Avg. VSU GPA

Male Female

Source: VSU SRA Office, February 2009Note: The at‐risk students in each group are different groups of student as the definition of at‐risk is different.

21

Retention Rates EXHIBIT 22: RETENTION RATES FOR FRESHMEN ENTERING IN FALL 2007 OF VSU AT‐

RISK STUDENTS

82.84%70%

80%

90%

52.60%47.42%40%

50%

60%

70%

17.20%10%

20%

30%

40%

0%

Spring 2008 Fall 2008


Not Retained Retained

22

Retention RatesEXHIBIT 23: RETENTION RATES FOR FRESHMEN ENTERING IN FALL 2007 OF COLLEGE

BOARD AT‐RISK STUDENTS

91.5%80 0%

90.0%

100.0%

70.0%

50 0%

60.0%

70.0%

80.0%

30.0%20 0%

30.0%

40.0%

50.0%

8.5%

0.0%

10.0%

20.0%

Spring 2008 Fall 2008


Spring 2008 Fall 2008Not Retained Retained

23

Anticipated College Activities—College BoardEXHIBIT 24: RETENTION OF COLLEGE BOARD SELECTED STUDENTS BY

ANTICIPATED COLLEGE ACTIVITIES, FALL 2007,

4135

40

45

32

19 2120

25

30

17

47

31

19

50

5

10

15

0

Internship Dept. Organization

Independent Study / Honors

Student Government

ROTC

Anticipated College ActivityNot Retained Retained



24

Anticipated College Activities—College BoardEXHIBIT 25: RETENTION OF COLLEGE BOARD SELECTED STUDENTS BY

ANTICIPATED COLLEGE ACTIVITIES, FALL 2007,

6660

70

30

40

50

5 11 11

2116

20

30

10

20

30

110

Ethnic Activity Foreign Study Religious Activity Greek Organization Anticipated College Activity

NotRetained Retained



25

Anticipated Degree Goal—College BoardEXHIBIT 26: RETENTION OF COLLEGE BOARD SELECTED STUDENTS BY

ANTICIPATED DEGREE GOAL, FALL 2007,

100.0%100.0%100.0%

120.0%

45.5%

54.5% 56.8%

77.2%72.2%

77.8%

70.0%

60.0%

80.0%

45.5%43.2%

22.8%27.8%

22.2%20.0%

40.0%

0.0%

No Response

Certificate Bachelor's Master's Doctoral Other Undecided

Anticipated Degree GoalN t R t i d R t i d R t ti R t


26

Not Retained Retained Retention Rate

Certainty of Goals—College BoardEXHIBIT 27: RETENTION OF COLLEGE BOARD SELECTED STUDENTS BY

CERTAINTY OF GOALS, FALL 2007,

76.7%68.5% 66.2% 66.7% 70.0%

70.0%

80.0%

90.0%

33.3%30 0%

40.0%

50.0%

60.0%

23.3%

31.5% 33.8%

0.0%

10.0%

20.0%

30.0%

0 0%

No Response

Very Certain

Fairly Certain

Not Certain

Certainty of Goals Not Retained Retained Retention Rate


27

Comparison of Retention Rates EXHIBIT 28: COMPARISON OF RETENTION RATES OF STUDENTS WHO

MATCHED/DIDN’T MATCH BETWEEN VSU GROUP AND COLLEGE BOARD /GROUP, FALL 2007

70%

80%

67.90%

49 80%50%

60%

70%

49.80%

%

30%

40%

0%

10%

20%


Matching Non Matching

28

VSU and College Board Analysis Similarities

o Both groups had a majority of females.o Those students who had a higher high

school GPA had a higher first term GPAschool GPA had a higher first-term GPA. Differences

o The high school GPA and the first-termo The high school GPA and the first term GPAs were higher for those students in the College Board group.

o The College Board students earned moreo The College Board students earned more credit hours than the VSU students.

o The retention rate of the College Board d (70 0%) hi h h hstudents (70.0%) was higher than the

retention rate of the VSU students (52.6%). 29

Where Did They Go?

Thi i th t diffi lt ti t This is the most difficult question to answer

Student Tracker – National Student Student Tracker National Student Clearinghouse

Pipeline o Visual document for campus

comm nitcommunityo Helps people understand admissions and retention

issuesu

30

Where Did They Go? ‐ VSUEXHIBIT 30: NUMBER OF NON‐RETURNING STUDENTS BY ENROLLMENT TYPE

28, 9.9%9.9%

72, 25.4%153,

53 9%

31, 10.9%

53.9%

Transferred to a 4‐Year Institution

Transferred to a 2‐Year Institution

Transferred to a Technical College

Did Not Enroll Elsewhere

Source: VSU SRA Office, November 2008. 31

Where Did They Go? – College BoardEXHIBIT 31: NUMBER OF NON‐RETURNING STUDENTS BY ENROLLMENT TYPE

20, 32.3%23, 37.1%

11, 17.7%8, 12.9%

Transferred to a 4‐year Institution

Transferred to a 2‐year Institution

Transferred to a TechnicalCollegeTransferred to a Technical College

Did Not Enroll Elsewhere

Source: VSU SRA Office, February 2009. 32

1 Recruitment & Admissions

For every 100 Freshmen

1. Recruitment & Admissions

2. Freshman Focused Programs & Services

VSU VSU PIPELINEPIPELINE

Programs & Services

3. Sophomore Focused Programs & Services

Leave28 ReturnSophomore Yr.72

Programs & Services

4. Junior & Senior Focused Programs & Services

Leave13 ReturnJunior Yr.5959

Programs & Services

187. At-Risk & Other 6. Increased Engagement 5. Time-to-Degree

Leave18 Graduate41

24

Programs & Servicesg g

Programs & Servicesg

Efforts

Dropout & Other

24Transfer to 2 or 4 yr. Inst.32Graduate in

6.5 - 9 years3

33

Lessons Learned & Next Steps

Lessons Learnedo R squared for the model was

21.3%. There is more that

Next Stepso Utilize College Board data and

predictors as it provides more explains a student’s success than the variables included.o Variables that only the College

p pinformation

o Develop prediction models that identifies students in need of a y g

Board can provideo Need to continue intentional

interventions in the Fall – which

“Student Success Plan” in the fall semester – and assign accordingly.

means preparing in the Summer.o Continue to assist those students

that have responded next year

o Collaborate efforts with probation notices.

o Review, Analyze, and Add Data –p y(i.e. sophomores).

, y ,continuously.

o Meet monthly with the SSET.34

Admissions Implications?What does this mean for What does this mean for Admissions?

How can existing programs and g p gservices increase the odds of success for students?Wh t i d i i t t What can senior administrators do to help?

What other information/analysisWhat other information/analysis can the College Board provide?

In what other ways can institutions l k t thi d t ?look at this data?

35

ll bCollaborating Across Campus Creating a Series of Opportunities for Retention g pp

Enhancemento Programs during the First year

Programs during the Second Yearo Programs during the Second Yearo Connecting Facilities with Expectationso A Special On-Line Outreach Program for Freshmen and

St d t A t d f th U i YStudents Accepted for the Upcoming Yearo Blurring the Boundaries between Student Affairs,

Academic Affairs, and Finance & Administration

36

First‐Year ProgramsE i L d Emerging Leaders

Living Learning Cohorts Student Success Center Student Success Center Early Warning System Trailblazin’

37

Connecting Facilities with ExpectationsTh l f f iliti i t tiThe role of facilities in retention

o Campus Feelo Residence Halls

R ti C to Food Service

o Recreation Center o Student Health Center

o Labs and Librarieso Student Union/Center

38

An On‐Line Learning Community EYOP & FYRE GoalQuest Modules [Education Dynamics]Q [ y ] Trailblazin’

o As a Social Networking Deviceo In the Classroomo As a Program & Service Promotional Tool

39

Blurring Divisional Boundaries on Campusp Retention is a campus-wide effort owned by all!

o Shared Advising-go academico extra-curricularo Mentoring

C ili io Campus Facilitieso Clean, safe, and updated campus facilities

40

Blurring Boundaries cont. Proactive student-centered campus policiesp p

o Customers or Learners - each requires a SSS attitude (Support Student Success)

o Clear, fair, and consistent “sanctions”o Code of Conduct violations

Academic appealso Academic appealso FERPA philosophyo Shared governanceo Shared governance

41

The Full Cycle

Recruit

EngageActive EngageAlumni

RetainCareer

Graduate

42

Concluding Points…

Blurred boundaries are critical to student success

Student Affairso Student Affairso Academic Affairso Finance & Administrationo Finance & Administrationo Institutional Research

Develop programs that strategically p p g g yfocus efforts on students that need assistance

Revise & Repeat for next academic Revise & Repeat … for next academic year

43

Thank YouQuestions and Comments

Kristina M Cragg Ph DKristina M. Cragg, Ph.D.Assistant to the President for Strategic Research & Analysis

kmcragg@valdosta [email protected]/sra

44

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