HIGH RISK, HIGH REWARD Supporting Perseverance and Achievement of At-Risk Matriculates at UC Merced December 1, 2011 Shani Keller ◦ Anne Zanzucchi ◦ Elizabeth Boretz

- 36% Hispanic; 28% Asian; 20% White; 7% African-American; 3% Non-resident alien - 56% First Generation - 58% Speak a language other than English at home - 48% received federal Pell Grants (Fall 2009) University of California, Merced is the first UC campus in the San Joaquin Valley UC Merced Profile Institutional Planning & Analysis Enrollment Table, Fall 2011:

Who are “At-Risk” Students? UC Merced Profile Institutional Planning & Analysis, Retention & Graduation Rates, Hispanic and Pell Grant- Eligible students at UC Merced have the lowest 5- year graduation rates

Who are “At-Risk” Students? University of California Statfinder, Hispanic students and students with the lowest parental income levels at UC Merced have the lowest 2-year cumulative GPA

Who are “At-Risk” Students? First Generation, Pell Grant Eligible, and Hispanic students are disproportion ately represented among dismissed students

Grant-funded Programs Supporting At-Risk Students  Summer Bridge  Most at-risk  4 years  Faculty contact  Summer prep in ELA & Math  Connections with campus services  Textbook Rental  Most at-risk (EOP)  2 years  Staff & peer-to-peer contact  2/3 Reduction in price of textbooks

Institutional Support for At-Risk Students Institutionally funded supports to most at-risk students  Mid-Semester Academic Interventions  All lower-division classes report grades at mid-semester  All first-year students with at least 1 D+ required to attend Success Workshop  Incentives for participation; excellent outcomes; average 50% of freshmen struggle

Institutional Support for At-Risk Students, cont. Institutionally funded supports to most at-risk students  USTU 010 Freshman Success Course  Life skills  Skills Workshops (optional)  Reading strategies, time management, stress management, note-taking, exam preparation, learning preferences

Institutional Support for At-Risk Students, cont. Institutionally funded supports to most at-risk students  Excel Program (Natural Sciences)  Service Learning (Engineering)  Calvin E. Bright Success Center

Summer Bridge Program “In college we are treated as adults, and I understand professors’ expectations now.”  Student Selection  First generation  Hispanic, at first, then de facto  Summer Preparation  English  Math  Academic Discourse  School Year  Advising  Mentoring

Summer Bridge Program, cont.  Feedback Received  Faculty feedback  Evaluation/Data  Student feedback  From Input to Output  Student selection  School year offerings  Follow-up  Building Community

Bridge Student Year 1 Achievement Bridge students did well on required intro courses Cohorts Entering UCM as First Time Freshmen 2007, 2008, 2009, 2010

Bridge Student Retention Bridge students persisted in their undergrad education Cohorts Entering UCM 2007, 2008, 2009, 2010

Bridge Student Comparative Achievement Bridge students made progress towards closing the gap in GPA

Textbook Rental Program Student Quote on program  FIPSE Grant  Participation (new participants):  Spring 2010: 29  Fall 2010: 58  Spring 2011: 7  Additional Components:  Workshops  Advising  Mentoring  Social support/networking

Textbook Rental Program, cont.  Feedback Received  Evaluation/Data  Student feedback  From Input to Output  Student selection  School year offerings  Follow-up  Building Community

Achievement by Program Utilization Students taking full advantage of the textbook rental program earned a Higher GPA than other rental-eligible students Spring 2010 Rental-Eligible Students

Rental Participant Year 1 Achievement Renters performed comparably to their peers in Freshman Writing Courses School Year

Program Side by Side  Summer Bridge &  Most at-risk  4 years  Faculty contact  Connections with campus services  Students persisted, closed achievement gap  Textbook Rental  Most at-risk  2 years  Staff & peer-to-peer contact  Students maintained good academic standing

Secrets of Success  Courageous conversations  Rigorous, insightful evaluation  Passion for students  Supportive institutional audience

Lessons Learned  Support is available!  University is not impersonal – faculty is passionate about student success, like K-12  Courageous conversations are necessary for personal and institutional change  Building community among at-risk students promotes success  There is no substitute for the impact of high-touch programs : low staff: student ratios, aggressive intervention, mandatory engagement with campus staff and resources. It’s demanding, but it works.

Contact Information Shani Keller, Evaluation Analyst (530) Anne Zanzucchi, Associate Director Merritt Writing Program, UC Merced (209) Elizabeth Boretz, Director Calvin E. Bright Success Center, UC Merced (209)