Leading indicators of academic progress
This presentation is the property of its rightful owner.
Sponsored Links
1 / 21

LEADING INDICATORS OF ACADEMIC PROGRESS PowerPoint PPT Presentation


  • 41 Views
  • Uploaded on
  • Presentation posted in: General

LEADING INDICATORS OF ACADEMIC PROGRESS. Office of Institutional Research and Planning www.humboldt.edu/irp. GRIP GOALS. Increase Graduation Rates for all students by 12% by 2015 Increase Graduation Rates for URM students by 15% by 2015 Need an 80% FTF retention rate to stay on track.

Download Presentation

LEADING INDICATORS OF ACADEMIC PROGRESS

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Leading indicators of academic progress

LEADING INDICATORS OF ACADEMIC PROGRESS

Office of Institutional Research and Planning

www.humboldt.edu/irp


Grip goals

GRIP GOALS

  • Increase Graduation Rates for all students by 12% by 2015

  • Increase Graduation Rates for URM students by 15% by 2015

  • Need an 80% FTF retention rate to stay on track


Us news and world report

US News and World Report

  • HSU fell from 37th in 2011 to 48th in 2012 and 10th to 15th for Western Region Publics

  • The TOP CSU’s are

    • SLO

    • LB

    • Pomona

    • Chico

    • Fullerton

    • Fresno

    • San Jose

    • Sonoma

      All rank higher than HSU


Data analysis

Data Analysis

  • Ten Years of Longitudinal Data 2000-2010

  • Benchmarks of Educational Success and Non Success

  • Track Students from Freshman through Senior

  • Measure Achievement Gaps Between Males and Females and URM and Non-URM Students


First time freshmen

First-Time Freshmen

AVG 2000-2010 Fall 2011

55% Female

56% Female

30% URM

38% URM

44% From Southern CA

36% From Southern CA

37% Low Income

32% Low Income

45% First Generation

50% First Generation

84% Live on Campus

82% Live on Campus

15% Undeclared

17% Undeclared

Average SAT: 1042

Average SAT: 1022

Average HGPA 3.15

Average HGPA 3.18


First year benchmarks fall 2009 cohort

First Year Benchmarks Fall 2009 Cohort


Second year benchmarks fall 2009 cohort

Second Year Benchmarks Fall 2009 Cohort


Two key retention issues

Two Key Retention Issues:


Key retention graduation i ssues remediation

Key Retention/Graduation Issues: Remediation

  • Remedial Math students are less successful in subsequent gateway math courses

  • Dual remedial students are17% less likely to graduate in 6 years than non remedial students

  • Dual remedial students on probation have a 16% chance of graduating within 6 years


Interventions for remedial students

Interventions for Remedial Students

  • Mandatory First Year Freshmen Experience (FYFE) for all single and dual remedial students

  • Course transformations in Remedial Math and English

  • Use of the Learning center, Tutorial Services and Supplemental Instruction

  • Early Start that identifies College Readiness


Key retention graduation issues academic probation

Key Retention/Graduation issues: Academic Probation

  • 20% of Freshmen are on Academic Probation or Disqualification at the end of the First Year

  • Half of all probationary/disqualified students drop out after their first year

  • 18% graduate within 6 years

  • Probationary students are more likely to have a HSGPA <3.0

  • Are more likely to be male and/or URM

  • Accumulate less units after their first semester


Interventions for students on academic probation

Interventions for Students on Academic Probation

  • Identify FTF on Academic Probation after 1st semester

  • Enroll in Intrusive Academic Probation Counseling

  • Measure students who go off probation by end of 1st year and track students who remain on probation

  • Measure retention the next fall


Recommended retention measures

Recommended Retention Measures

  • Intervention for Students who don’t Pass Remediation the First Time

  • Measure subsequent course success

  • Provide SI in Gateway Courses with high failure rates of remedial and at risk students

  • Intervention for students on Academic Probation after first term and ongoing advising for all students on academic probation


More recommended retention measures

More Recommended Retention Measures

  • Don’t admit exceptional admits and provide early intervention for at risk high school students with a HSGPA<3.0

  • Major Advisement for Undeclared Students

  • Training on Using DARS for Academic Plan

  • Provide Undergraduate Research Opportunities and Peer Mentor Opportunities


Six year graduation rates

Six Year Graduation Rates

  • Increase in Graduation Rates from the previous year

  • Ongoing Gaps between Males and Females

  • And URM and Non-URM students


Students who leave

Students Who Leave

  • 36% Attend a Community College

  • 14% Transfer to Another CSU

  • Leave Primarily for Financial or Academic Reasons

  • Have a Hard Time Finding Jobs (especially first time freshmen)

  • Compounding Effect of the Economy


Wasc s institutional review process 2012 2013

WASC’s Institutional Review Process 2012-2013

  • Disaggregated retention and graduation rates

  • Retention and graduation rates benchmarked to peer institutions

  • The timing of attrition

  • Analysis of non-graduates and other subgroup differences

  • Specific plans to improve retention, graduation, and overall success rates

  • Targets for future performance.

  • Ralph Wolff, WASC Senior


Research identified areas necessary to increase retention

Research-Identified Areas Necessary to Increase Retention

  • Monitor student progress their first and second year for GPA and units completed, and implement appropriate interventions

  • Track students who don’t complete general education requirement and don’t stay on their degree timeline

  • Supply financial aid and work study to the students with highest need

  • Provide GE advising for upper division transfer students

  • Increase Supplemental Instruction, especially for URM students

  • All students should fill out the FAFSA regardless of perceived need (since circumstances change)


Additional areas of research

Additional Areas of Research

  • Track seniors to make sure they are on schedule for timely degree completion

  • Collect additional data on males and URM males to better understand their educational trajectory

  • Track students who leave or are in danger of leaving HSU


  • Login