1. ENROLLMENT AND RETENTION
UWM
JANUARY 2013

2. University Vision Fall 2012 Fall 2017 Total Enrollment 29,145 32,000
Undergraduate , ,000
Graduate , ,000
New Freshmen , ,000
Targeted Students ,618
International Students ,000
1-Year Retention Rate % %
6-Year Graduate Rate % %

4. University Vision Fall 2010 Fall 2017
% New Freshmen Require Math Remediation %
44.10%*
% needing remedial math who complete
in year % %
Fall 2010 one year retention rate % %
68.5%*
Participate in Learning Communities % %
Participate in Tutoring or SI %
Participate in Mentoring %
*Fall 2012

5. New Freshman Profile Total 3,677 3,435 ACT 21.97 22.11
Fall Fall 2012
Total , ,435
ACT
% English Remedial % %
% Math Remedial % %
Targeted
Not Targeted , ,609
International
Pell Eligible %
Not Pell Eligible %
Did Not Apply for Fin Aid %

9. Access To Success (A2S)
Included under the A2S banner (and tracked by participation) are:
Freshman Mentoring Network/ First Year Center
Supplemental Instruction
Tutoring
First Year Transition courses
Study Skills
Freshman Seminars
Introduction to the Profession
Early Warning System
Academic Advising
Academic Opportunity Center
Summer Bridge Program
Residence Halls
Learning Communities
Course Re-designs
Honors
UROP

15. Map-Works First-Year Student Profile
Map-Works Slide Presentation Handout
Map-Works and First Year Student Retention
Suggested Strategies Handout

16. Student Retention
After 6 years, 38% of the cohort of full-time degree-seeking
students who started at UWM in the fall 2005 semester had
graduated from UWM.
10% did not complete programs at UWM but graduated other
4-year schools
5% completed degrees at 2-year institutions
16% had not completed degrees anywhere, but were still enrolled
8% were enrolled at UWM
31% were not enrolled at any school in fall 2011
Students who graduated in the top half of their H.S. classes
had the best outcomes, along with those who earned higher
GPAs during their first semester at UWM.
Students who fell to part-time during their first semester were
unlikely to complete degrees anywhere.

17. Other Important Points:
Freshman participants in Access to Success interventions consistently perform satisfactorily (defined as achieving a GPA 2.0 or better) and are retained at higher rates than those who do not.
Overall Retention Rates: From the start of A2S, overall rate of retention rates have increased 3.5 percentage points.
Overall Satisfactorily Performance Rates: The overall rate of satisfactory performance is at its highest level – 73.5% and is 4.5 percentage points higher for the 2009 cohort compared to the 2005 cohort. Further, A2S participants consistently demonstrate higher satisfactory performance rates compared to the overall rate.

18. Narrowing the gaps between targeted versus non-targeted students
Gaps in retention and performance have narrowed in all cases.
For the 2005 cohort, the retention gap between targeted and non-targeted groups was %. For the 09 cohort, the gap had narrowed to 6.4%.
For the cohort, the gap between targeted and non-targeted students in terms of satisfactory performance was 24.5% for the 09 Cohort, that gap had narrowed to 16.3%

19. Narrowing the gaps between college ready versus developmental (remedial):
Gaps in the retention and performance have narrowed in all cases.
For the 2005 cohort, the retention gap between those who placed at the college level versus those who placed in Math 90 was 15.7%. For the 09 cohort, the gap narrowed to 11.7%.
For the 2005 cohort, the gap between those who placed at the college level versus those who placed in Math 90 in terms of satisfactory performance was 25.9% for the 09 cohort, that gap had narrowed to 17.7%

20. Participation in A2S activities - Marked increases in the number of students who participate in A2S interventions from the 2005 cohort to the 2009 cohort.
2005 cohort participation rate in voluntary A2S activities =
61.6%
2008 and 2009 cohorts participation rate in voluntary A2S
activities = 81.4%
Student participating in mentoring has increased from 3.8% to
58.1%
There has also been notable growth in student participation in
supplemental instruction and tutoring.

21. Lessons from Research on Retention
Improving retention is worth the investment.
2. The problem is not availability of support services, but
underutilization.
3. Relying on students to be self-aware and self-motivated will not
move the dial.
4. Improving retention rates requires a proactive approach, starting
with a broad network of alert sensors.
5. Can no longer rely solely on the faculty to report risk.
6. Hardwiring follow-up and accountability is critical.

22. Lessons from Research on Retention
7. First-to-second year retention is only the first step.
8. Most universities are missing opportunities to reduce time
to degree and improve graduation rates.
9. Retention can no longer be “owned by everyone and no
one”.
10. Retention czars are emerging
Retention management offices
Retention steering committees
11.Student risk rarely can be pinpointed to a single cause.
12.Behavior is more telling than demographics.
13. Midterm grades are insufficient indicators

23. Plan:
Form retention steering committee
Use data to drive decision-making
Investigate best practices and current research

24. Retention