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WHAT WORKS IN WHAT WORKS IN STUDENT RETENTIONSTUDENT RETENTION
Dr. Wes HableyPrincipal Associate
Educational ServicesACT, Inc.
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Expected and Justified realized a goal other than a
degree/certificateStopping Out
not on our timeframeUnnecessary and subject to
institutional intervention
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The process or state of being
gradually worn down.
Migrant Mother, Dorothea Lange
Library of Congress, Prints and Photographs Division
[ reproduction number LC-USF34-9058-C]
ATTRITIONATTRITION
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Highest %Highest % Lowest %Lowest % Current %Current %
Two-Year PublicTwo-Year Public 53.753.7(’08,’09)(’08,’09) 51.351.3(’04)(’04) 53.753.7
BA/BS PublicBA/BS Public 70.070.0(’04)(’04) 66.466.4(’96,’05)(’96,’05) 67.667.6
MA/MS PublicMA/MS Public 71.671.6(’06)(’06) 68.168.1(’89)(’89) 69.869.8
PhD PublicPhD Public 78.178.1(’04)(’04) 72.972.9(’08)(’08) 74.474.4Two-year PrivateTwo-year Private 72.6(‘92)72.6(‘92) 55.5(’08)55.5(’08) 55.555.5
BA/BS PrivateBA/BS Private 74.0(’89)74.0(’89) 69.6(’08)69.6(’08) 69.969.9
MA/MS PrivateMA/MS Private 78.0(’85)78.0(’85) 72.3(’08)72.3(’08) 72.072.0
PhD PrivatePhD Private 85.0(’85)85.0(’85) 80.4(’08)80.4(’08) 80.680.6
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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 PrivateBA/BS Private 57.557.5(’06)(’06) 53.353.3(’01)(’01) 55.955.9
MA/MS PrivateMA/MS Private 58.458.4(’88)(’88) 53.553.5(’01)(’01) 54.854.8
PhD PrivatePhD Private 68.868.8(’86)(’86) 63.163.1(05)(05) 65.165.1
NATIONALNATIONAL 54.654.6(’90)(’90) 50.950.9(‘01)(‘01) 52.652.6
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Overall responses Mailing: 3360 institutions Usable returns: 1104 (32.9%)
Four-year public college responses: Mailing: 598 institutions 258 usable returns (43.1%)
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Survey sectionsI. Background II. Retention and degree completion
rates
III. Factors affecting attritionIV. Retention practicesV. Highest impact programs
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42 factors listedTo what degree does each factor
affect attrition at your school 5 = Major effect on attrition 4 3 = Moderate effect on attrition 2 1 = Little or no effect on attrition
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What Works…..Disclaimer
The data reported in this survey are based on the perspectivesperspectives 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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level of student preparation for college-level work (3.9)
adequacy of personal financial resources (3.9)
student study skills (3.8)amount of financial aid available
to students (3.7)
Highest Rated Contributions to Attrition
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level of student motivation to succeed (3.6)
level of student commitment to earning a degree (3.6)
level of job demands on students (3.5)
student low socio-economic status (3.5)
Highest Rated Contributions to Attrition
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student educational aspirations and goals (3.4)
student personal coping skills (3.3)
student first-generation status (3.3)
student family responsibilities (3.2)
level of certainty about career goals (3.2)
Highest Rated Contributions to Attrition
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adequacy of personal financial resources (69.2%)
level of student preparation for college-level work (66.0%)
student study skills (64.5%)
amount of financial aid available to students (59.9%)
level of student motivation to succeed (57.1%)
level of job demands on students (52.4%)
level of student commitment to earning a degree (52.2%)
student low socio-economic status (50.2%)
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We have….. a beautiful campus great facilities a rich set of co-curricular experiences
excellent academic programs an outstanding faculty
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level of intellectual stimulation in the classroom (2.7)
quality of interaction between staff and students (2.7)
relevancy of curricula (2.6)distance from students'
permanent homes (2.6)extracurricular programs (2.5) residence hall facilities (2.5)
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cultural activities (2.4)programs to support students'
transition to residence hall living (2.3)
student physical health issues (2.2)
rules and regulations governing student behavior (2.1)
campus safety and security (1.9)
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relevancy of curricula (20.9%) residence hall facilities (20.7%) extracurricular programs (16.7%) programs to support students'
transition to residence hall living (15.8%)
cultural activities (13.0%) student physical health issues (12.7%) rules and regulations governing
student behavior (10.2%) campus safety and security (8.5%)
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It is disturbing to note….that in spite of all we know about student retention that institutions are still inclined to hold students hold students responsibleresponsible for their retention/attrition while dramatically minimizing the minimizing the institutional roleinstitutional role in student retention.
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94 identified retention practices 2 wild cards Two sub-sections:
Is this intervention offered? (yes or no) If it is offered, rate the contribution to retention
▪ Five-point Rating Scale▪ 5 = Major Contribution to Retention▪ 4▪ 3 = Moderate Contribution to Retention▪ 2▪ 1 = Little or no contribution to Retention
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Intervention clusters First-year transition programs (8 items) Academic advising (15) Assessment (9) Career Planning and Placement (6) Learning Assistance/Academic Support (19) Mentoring (4) Faculty Development (7) Financial Aid (3) Co-curricular Services/Programs for specific
sub-populations (10) Other activities/programs (10)
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academic advising center (4.0) increased number of academic
advisors (4.0)advising interventions with
selected student populations (4.0)comprehensive learning
assistance center/lab (3.9)
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supplemental instruction (3.9)first-generation students (3.9) required on-campus housing for
freshmen (3.9) reading center/lab (3.9) tutoring (3.8)
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summer bridge program (3.8)extended freshman orientation
(credit) (3.8)honors student program (3.8) integration of advising with first-
year transition programs (3.8)
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library orientation, workshop, and/or course (2.9)
degree guarantee program (2.9) learning styles assessment (2.9)vocational aptitude assessment
(2.9) recognition/rewards for non-
faculty academic advisors (2.9)values assessment (2.8) recognition/rewards for faculty
academic advisors (2.8)personality assessment (2.6)
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Combining Percentage of Use with Item Means
Top one-third Middle one-third
Lowest one-third
Highest rateditems
Lowest rateditems
Percentage of Institutions offering a specific intervention (INCIDENCE)
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advising interventions with selected student populations (3.9)
tutoring (3.8) honor students (3.8) mathematics center/lab (3.8) freshman seminar/university 101 (credit)
(3.7) study skills course, program, or center
(3.7) writing center/lab (3.7) mandated placement of students in
courses based on test scores (3.7)
GOOD BET: High ratings and high incidence
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academic advising center (4.0) comprehensive learning assistance
center/lab (3.9) supplemental instruction (3.9) required on-campus housing for
freshmen (3.9) summer bridge program (3.8) integration of advising with first-year
transition programs (3.8)
CONSIDER: High ratings and moderate
incidence
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increased number of academic advisors (4.0)
first-generation students (3.9) reading center/lab (3.9) extended freshman orientation
(credit) (3.8) staff mentoring (3.6) extended freshman orientation (non-
credit) (3.6) center that integrates academic
advising with career/life planning (3.6)
SLEEPERS: High ratings and low incidence
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freshman seminar/university 101 (credit) (24%)
supplemental instruction (16%) tutoring (15%) advising interventions with selected
student populations (14%) living/learning communities
(residential) (14%) mandated placement of students in
courses based on test scores (13%)
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academic advising center (12%) summer orientation (11%) early warning system (10%)
43 interventions between 1% and 9% of the institutions
42 interventions not mentioned at all
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Learning Assistance/Academic Support
Academic Advising
First-year Transition Programs
Highest Rated Clusters
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Comparing Attrition FactorsTop quartile first to second year
retention rate (high performers) v. bottom quartile first to second year retention rates (low performers) High = 66 institutions Low = 67 institutions
All contributions to attrition rated 3.5 or higher
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
adequacy of personal financial resources
student study skills
amount of financial aid available to students
HIGH LOW 3.32 3.32
4.214.21
3.52 3.52 4.334.33
3.38 3.38
4.10 4.10 3.40 3.40
3.86 3.86
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High/Low Attrition Differences
ITEM level of student
motivation to succeed
level of student commitment to earning a degree
level of job demands on students
student low socio-economic status
HIGH LOW 3.32 3.32
3.803.80
3.15 3.15 3.833.83
3.00 3.00 4.064.06
3.03 3.03 4.034.03
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Comparing Intervention Practices
Top quartile first to second year retention rate (high performers) v. bottom quartile first to second year retention rate (low performers) High = 66 institutions Low = 67 institutions
Included only items with a mean > 3.6 for all four-year public colleges
High performer incidence rate > 10% above low performer incidence rate
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High/Low Intervention Differences
increased number of academic advisors (43% - 30%)
advising interventions with selected student populations (96% - 82%)
supplemental instruction (75% - 64%)
summer bridge program (75% - 49%)
honor students (91% - 73%)
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High/Low Intervention Differences integration of advising with first-
year transition programs (72% - 48%)
training for non-faculty academic advisors (84% - 67%)
faculty mentoring (74% - 45%) living/learning communities
(residential) (84% - 42%) international students (87% - 60%)staff mentoring (57% - 31%)