December 6, 2006 Council of Graduate Schools 1 Managing Graduate Attrition and Completion 46 th CGS...

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December 6, 2006Council of Graduate Schools

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Managing Graduate Attrition and Completion

46th CGS Annual MeetingPre-Meeting WorkshopDecember 6, 2006

Daniel Denecke, Director, Ph.D. Completion ProjectHelen Frasier, Program Manager, CGS Best PracticesKenneth Redd, Director, Research and Policy Analysis

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Workshop Materials

Completion & Attrition Worksheet

Data Templates

CD of Project Templates: Data Templates Data Template Instructions Exit Surveys

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Ph.D. Completion ProjectData Templates

Completion Data Attrition Data Aggregate Completion Data Factor Assessments Exit Survey Templates

Standard Short-form Online

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Completion Templates(10-year and 7-year cohorts)

Entering student

academic year cohort*

Number of entering doctoral students

Number of students who left program

after receving master's degree

Number of students

admitted to PhD

candidacy**

3 years

[ ≤ 3Years ]

4 years

[ > 3 ≤ 4 Years ]

5 years

[ > 4 ≤ 5 Years ]

6 years

[ > 5 ≤ 6 Years ]

7 years

[ > 6 ≤ 7 Years ]

8 years

[ > 7 ≤ 8 Years ]

9 years

[ > 8 ≤ 9 Years ]

10 years

[ > 9 ≤ 10 Years ]

1992-93

1993-94

1994-95

1995-96

1996-97

1997-98

1998-99

1999-2000

2000-01

2001-02

2002-03

2003-04

Totals

Of those admitted to PhD candidacy**:

Number who completed within given number of years after enrolling

Number who are still

enrolled after 10 years

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Completion & Attrition Data- Data Verification

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Attrition Template

After Enrollment

CohortCohort

Totals

Annual Total

Year 1 [ ≤ 1 Year ] Year 2 [ > 1 ≤ 2 Years ] Year 3 [ > 2 ≤ 3 ] Year 4 [ > 3 ≤ 4 ] Year 5 [ > 4 ≤ 5 ]

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Completion & Attrition Data- Data Readiness

Data Readiness Challenges of the Completion and Attrition Templates Student Degree Objective Mastering out

With vs. Without Candidacy Transfers and Stop-outs

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Attrition and Completion Management

Data Examples

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Baseline Data:Summary of Cases

Data submitted by: 21 Research Partners, 8 Project Partners 316 Doctoral Programs represented in analysis Cohorts entering 1992-93 through 2003-04 academic

years Program-level data for more than 47,000 graduate

students Institution-level demographic data for 52,975 graduate

students

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Definitions of “Discrete” Cohorts

10-Year Cohorts Students enrolling in 1992-93; 1993-94; 1994-95 828 cohorts (11,846 students)

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Demographic Completion Data

Forthcoming changes in Demographic Data

Collection

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Student Exit Surveys- Descriptive Statistics

Engineering 13.8%

Life Sciences 19.4%

Math & Physical Sciences

Social Sciences 24.3%

Humanities 21.8%

Did not specify 1.6%

Did not answer, 1.50%

Male, 55.80%

Female, 42.80%

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Student Exit Surveys- Descriptive Statistics

White, 66.5%Asian American, 16.8%Black, 6.5%Hispanic, 3.1%American Indian/AK Native, 0.4%Other, 3.9%Did not answer, 2.7%

Spouse/Partner 60.0%

No Spouse 38.2%

Did not answer 1.8%

Dependents 27.0%

No Dependents 70.3%

Did not answer 2.7%

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Student Exit Surveys- Identifying Key Completion Factors

Among COMPLETERS:

Financial Support 79.5%

Mentoring 63.0%

Family Support 59.8%

Program Quality 41.6%

Social Environment

Other Factors 30.1%

Professional Guidance

Among NON-COMPLETERS:

Other Factors 62.2%

Mentoring 40.5%

Financial Support 37.8%

Professional Guidance 35.1%

Program Quality 29.7%

Social Environment 29.7%

Family Support 27.0%

Program Requirements 18.9%

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Student Exit Surveys- The Value & Role of Mentors

What were the most valuable things or tools you received from your mentor(s)?

Among Completers 86% - Research

Guidance 62% - Career

Guidance 46% - Teaching 14% - Other

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Student Exit Surveys- The Value & Role of Mentors

Did you receive regular feedback from your advisor and/or program about your academic progress?

The Chi-2 test result suggests there is no statistically significant difference between broad fields

Did you have access to someone in your doctoral program that you consider a mentor, e.g. someone who advised you on academic and professional matters beyond your immediate research project(s)?

The Chi-2 test result suggests there is statistically significant (at 1% level) difference between broad fields

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CGS Online Exit Surveys:Sample Survey Links

Standard length survey:https://www.surveymonkey.com/s.asp?u=183051439540

“Short-form” survey:https://www.surveymonkey.com/s.asp?u=76911383556

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www.phdcompletion.org

phdcompletion@cgs.nche.edu

Daniel Denecke

ddenecke@cgs.nche.edu

Helen Frasier

hfrasier@cgs.nche.edu

Kenneth Redd

kredd@cgs.nche.edu

December 6, 2006 Council of Graduate Schools 1 Managing Graduate Attrition and Completion 46 th CGS...

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