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LEADING INDICATORS OF ACADEMIC PROGRESS

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.

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LEADING INDICATORS OF ACADEMIC PROGRESS

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  1. LEADING INDICATORS OF ACADEMIC PROGRESS Office of Institutional Research and Planning www.humboldt.edu/irp

  2. 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

  3. 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

  4. 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

  5. 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

  6. First Year Benchmarks Fall 2009 Cohort

  7. Second Year Benchmarks Fall 2009 Cohort

  8. Two Key Retention Issues:

  9. 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

  10. 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

  11. 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

  12. 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

  13. 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

  14. 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

  15. Six Year Graduation Rates • Increase in Graduation Rates from the previous year • Ongoing Gaps between Males and Females • And URM and Non-URM students

  16. 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

  17. 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

  18. 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)

  19. 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

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