Greetings From The University of West Georgia!
It’s All About Graduation!
Graduation!
Graduation -- at all costs;
Graduation -- in spite of all obstacles;
Graduation -- however long and hard the
road may be;
… for without Graduation our students miss
out on all the benefits that accrue with a
college degree!
… Sir Willis Churchill
Presentation Points
What are the Problems leading to Low
Graduation Rates?
LOTS AND LOTS OF ANALYSIS!
How do we Know this?
What are we going to do about it?
How Do We Know What the Problem Is?
Graphical Analysis
Overall Retention and Graduation Rates
By Ethnicity and Gender
Comparisons with Peers
Drilling Down to Root Causes
Trends in UWG Overall Fall Retention Rates
80
75
73
72
70
70
65
65
65
71
73
70
69
65 66
73
75
63
60
55
57
Percent
50
45
40
1994
1995
1996
1997
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
Trends in UWG’s 6-Year Graduation Rates,
Fall 1994 - 2003 cohorts
10
Trends in UWG’s Second-Year Retention
Rates by Ethnicity and Gender
%
11
Trends in UWG’s Six-Year Graduation
Rates by Ethnicity, 2000-03 Cohorts
%
12
UWG & Comparator Institutions: Six-Year
Graduation Rates (Fall 2002 Cohort)
Aspirationals (Median)
63%
Slippery Rock University of Pennsylvania
59%
SUNY College at Oswego
57%
University of Wisconsin-Whitewater
56%
Central Washington University
55%
East Stroudsburg University of Pennsylvania
54%
Kutztown University of Pennsylvania
53%
University of Central Missouri
51%
Southeast Missouri State University
51%
Minnesota State University-Mankato
51%
Bridgewater State College
51%
California University of Pennsylvania
50%
Edinboro University of Pennsylvania
44%
Salem State College
43%
Saginaw Valley State University
38%
University of Central Oklahoma
36%
Jacksonville State University
33%
University of West Georgia
32%
Northeastern State University
30%
Southeastern Louisiana University
28%
0%
10%
20%
30%
40%
50%
60%
70%
13
UWG & Comparator Institutions:
Median SAT Scores, 2007
1,090
SUNY College at Oswego
University of Wisconsin-Whitewater
Central Washington University
Southeast Missouri State University
University of Central Missouri
Bridgewater State College
University of West Georgia
Minnesota State University-Mankato
Kutztown University of Pennsylvania
University of Central Oklahoma
Saginaw Valley State University
East Stroudsburg University of Pennsylvania
Slippery Rock University of Pennsylvania
Northeastern State University
Edinboro University of Pennsylvania
California University of Pennsylvania
Southeastern Louisiana University
Salem State College
Jacksonville State University
Median Score
850
1,030
1,028
1,025
1025
1,020
1,020
1,010
995
990
990
985
975
970
955
950
950
945
930
900
950
1000
1050
1100
14
Retention Losses at the End of Each Year –
As a Percentage of Entering Cohort
70.0%
2.4%
60.0%
1.9%
2.6%
1.2%
50.0%
6.9%
7.5%
1.2%
3.4%
6.3%
40.0%
19.4%
1.2%
1.7%
7.5%
Fifth Year
19.3%
18.5%
Fourth Year
19.0%
30.0%
Third Year
Second Year
First Year
20.0%
27.4%
30.6%
10.0%
28.2%
29.3%
0.0%
Fall 2001
Fall 2002
Fall 2003
Fall 2004
How Has UWG Performed Since 2005 in Selected
Core Courses Identified (DFW Rates)?
Significant
change due to
change in
staffing
philosophy—
converting
temporary
instructor lines
to permanent
lecturer lines
with
departmental
responsibility
Significant
change due to
change in
staffing
philosophy—
Senior Tenured
faculty teach
first-year course
22
More Analysis – With Intervention
ANOVA of Graduates vs. Non-Graduates (Fall ’00 –Fall ’03
Cohorts, 6-year Graduation):
Statistically Significant Findings:
Expected Family Contribution: Higher for Graduates (measure of SES?) (p ≤ .01)
Living Arrangements: Residential Students Graduate at higher rates than
Commuters (p ≤ .05)
First Term GPA: Graduates have .8 higher GPA after the first term (p ≤ .01)
Probation Status: Non-Graduates are 3-times more likely to be on Probation after
their first term (p ≤ .001)
Attempted Credits in Second (Spring) Term: Graduates complete more credits in
the Fall (non significant) and Spring (p ≤ .05) than Non-Graduates
Second Term GPA: Graduates have a higher GPA after Spring Term (p ≤ .01)
Critical Core Course Success: Non-Graduates failed at higher rates in ENGL 1101
and MATH 1111 in their first term (p ≤ .001 for both)
Cannot control input variables; but can reduce their effect by
intervention
So, What Are the Roots of the Problem?
Analysis points to problems in the first and second
year
The first term of first year is critical
An emerging institutional approach to the First
Year
Failure and withdrawal rates (D, F, W) in some
core courses are very high
Low Freshman Success Rate (FSR) and First
Term GPAs
FSR 42.7 % in AY 2006; 51.7 % in AY 2009
First Term GPA = 2.3
So, What Are the Roots of the Problem? (contd.)
Low course load leading to extended time to degree
Increased in Fall ’09 due to special prioritization for core
courses
For those who graduated, average time to degree has been
fairly constant at 12.2 semesters – even a slight change
would make a big difference
Low retention and graduation rates of male students
Some policy questions:
unlimited and easy withdraw;
unlimited retakes;
low standards for academic standing;
declaration of major; restrictions on admission to major…
Campus Culture: Are retention and graduation
overtly and clearly prioritized as a campus
imperative – for both students and colleagues?
Fall Cohort FYP Retention Rate
FY Program
Fall 08 Cohort
Retention Rate
No FYP Selection
67%
Selected but Dropped
63%
UWG 1101
75%
Learning Communities
80%
Residential Peer Mentoring
74%
MAP Mentoring
76%
Honors
86%
FY Mentoring/iServe
71%
Commuter FYP
Overall Retention Rate
Previously Commuter
Retention <60%
65%
73%
Evolving Culture Change
Implemented First Year For Everyone Program – 97% of all
first year students are in some FYP
Higher retention rates for those in programs than not
Foundations of Excellence – Study of First year (set the stage
for RPG Grant and addition of FYPs)
Early Intervention (different levels of implementation)
Predictive modeling for At-Risk Students (first term) based on
pre-college characteristics – predicted 75% of outcomes
 Residential; EFC, HS GPA, Race (AA is a plus), answers on New Student
Profile (Finances as Barrier and Difficulty Choosing a Major)
New Student Profile -- Direct Intervention and Early Engagement
Early Withdraw Intervention (wks 2-6)
Academic Warning/Probation Intervention
Appointment with Advisor; Academic Warning seminars
Evolving Culture Change
RPG Guides: Direct retention and graduation program in each
A&S department; meet with parents at Orientation
DegreeWorks: Measures progress towards degree
Academic Support Centers: Writing Ctr.; Math Lab; Biology
Tutoring; EXCEL Center (tutoring, mentoring, advising)
Two-Phase Orientation (Summer and Transitions)
Second Year Experience program (Spring 2010 initial term)
First-Year Commuter program, Commuter Student
Association, Commuter Lounge
Policy change: Enforced 60 hour rule – students must declare a
major by their 60th hour; required intervention if not
Policy change: Increased threshold for Academic Good
Standing; increased requirement for intervention
(challenge/support)
Metrics
Pass rates in core courses
Pass rates lower level courses
Pass rates upper level courses
Successful course completion rates per semester (DFWI)
Average student credit hour load per semester
Freshmen success rates
Retention and Success rates by First Year Program
First- and second-year retention rates.
First-year retention rates by First Year
Programs/Interventions/Services
Four-, five-, and six-year graduation rates
National Survey of Student Engagement (NSSE) Data
What are we going to DO about it?
Three-Year Plan: Big Ideas
First Year Critical – DFW – Improvement Strategies
Predictive analysis and interventions
Institutional Commitments:
First-year programs
Support: Orientations, Tutoring Centers, RPG Guides, etc.
Degree Works (Wolf Watch)
Center for Teaching & Learning
Increase student load per semester
Engaging male students
Declaring majors by 60 hours; then Departmental ownership
Study Institutional Policies and Procedures affecting time to
degree
Note: The details of the plan will be an evolving one, based on
faculty input and emerging creative ideas.
Thank you for this opportunity to look
more carefully at ourselves!
What are we missing?