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?
How do we Know this?
What are we going to do about it?
LOTS AND LOTS OF ANALYSIS!
How Do We Know What the Problem Is?Graphical Analysis
Overall Retention and Graduation RatesBy Ethnicity and GenderComparisons with PeersDrilling Down to Root Causes
Trends in UWG Overall Fall Retention Rates
57
6365 65 65 66
7073
69
72 71
70
7375
73
40
45
50
55
60
65
70
75
80
1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008
Percent
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)
13
Southeastern Louisiana UniversityNortheastern State University
University of West GeorgiaJacksonville State University
University of Central OklahomaSaginaw Valley State University
Salem State CollegeEdinboro University of PennsylvaniaCalifornia University of Pennsylvania
Bridgewater State CollegeMinnesota State University-MankatoSoutheast Missouri State University
University of Central MissouriKutztown University of Pennsylvania
East Stroudsburg University of PennsylvaniaCentral Washington University
University of Wisconsin-WhitewaterSUNY College at Oswego
Slippery Rock University of PennsylvaniaAspirationals (Median)
0% 10% 20% 30% 40% 50% 60% 70%
28%30%32%33%36%38%
43%44%
50%51%51%51%51%53%54%55%56%57%59%
63%
UWG & Comparator Institutions: Median SAT Scores, 2007
850 900 950 1000 1050 1100
Jacksonville State UniversitySalem State College
Southeastern Louisiana UniversityCalifornia University of PennsylvaniaEdinboro University of Pennsylvania
Northeastern State UniversitySlippery Rock University of Pennsylvania
East Stroudsburg University of PennsylvaniaSaginaw Valley State UniversityUniversity of Central Oklahoma
Kutztown University of PennsylvaniaMinnesota State University-Mankato
University of West GeorgiaBridgewater State College
University of Central MissouriSoutheast Missouri State University
Central Washington UniversityUniversity of Wisconsin-Whitewater
SUNY College at Oswego
930945950950955
970975
985990990995
1,0101,0201,020
10251,0251,0281,030
1,090
Median Score14
Fall 2001Fall 2002
Fall 2003Fall 2004
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
27.4% 30.6%28.2%
29.3%
19.4% 19.3%
18.5% 19.0%
6.9% 7.5%
6.3% 7.5%
1.2%2.6%
3.4% 1.7%
1.9%
2.4%
1.2% 1.2%
Fifth Year
Fourth Year
Third Year
Second Year
First Year
Retention Losses at the End of Each Year – As a Percentage of Entering Cohort
How Has UWG Performed Since 2005 in Selected Core Courses Identified (DFW Rates)?
22
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
More Analysis – With InterventionANOVA 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-GraduatesSecond 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 yearThe first term of first year is criticalAn emerging institutional approach to the First Year Failure and withdrawal rates (D, F, W) in some core courses are very highLow Freshman Success Rate (FSR) and First Term GPAs
FSR 42.7 % in AY 2006; 51.7 % in AY 2009First Term GPA = 2.3
So, What Are the Roots of the Problem? (contd.)
Low course load leading to extended time to degreeIncreased in Fall ’09 due to special prioritization for core coursesFor 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 studentsSome 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 Previously Commuter Retention <60% 65%
Overall Retention Rate 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 outcomesResidential; 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 EngagementEarly Withdraw Intervention (wks 2-6)
Academic Warning/Probation InterventionAppointment with Advisor; Academic Warning seminars
Evolving Culture ChangeRPG Guides: Direct retention and graduation program in each A&S department; meet with parents at OrientationDegreeWorks: Measures progress towards degreeAcademic 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 LoungePolicy change: Enforced 60 hour rule – students must declare a major by their 60th hour; required intervention if notPolicy change: Increased threshold for Academic Good Standing; increased requirement for intervention (challenge/support)
MetricsPass rates in core coursesPass rates lower level coursesPass rates upper level coursesSuccessful course completion rates per semester (DFWI)Average student credit hour load per semesterFreshmen success rates Retention and Success rates by First Year ProgramFirst- and second-year retention rates.First-year retention rates by First Year Programs/Interventions/ServicesFour-, five-, and six-year graduation ratesNational Survey of Student Engagement (NSSE) Data
What are we going to DO about it?Three-Year Plan: Big Ideas
First Year Critical – DFW – Improvement StrategiesPredictive analysis and interventionsInstitutional Commitments:
First-year programsSupport: Orientations, Tutoring Centers, RPG Guides, etc.Degree Works (Wolf Watch)Center for Teaching & LearningIncrease student load per semesterEngaging male students
Declaring majors by 60 hours; then Departmental ownershipStudy 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.
Student, Faculty,
Administrative Culture
Thank you for this opportunity to look more carefully at ourselves!
What are we missing?