leading indicators of academic progress
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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


Office of Institutional Research and Planning


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

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