1. It’s All About Graduation!
Greetings From The University of West Georgia!
It’s All About Graduation!

4. Graduation!
Graduation -- at all costs; Graduation -- in spite of all obstacles; Graduation -- however long and hard the road may be; … for without Graduation our students miss out on all the benefits that accrue with a college degree! … Sir Willis Churchill

5. Presentation Points
What are the Problems leading to Low Graduation Rates?
How do we Know this?
What are we going to do about it?
LOTS AND LOTS OF ANALYSIS!

6. Presentation Points Background Information Roots of the Problem
Successes and Barriers to Success
Metrics
Three-Year Plan
Graduation as a Campus Priority

7. Background Information
Size: 11,500 Headcount; Approx. 10,000 FTE
Female: 64%; African American: 25%
Member of Robust Tier
Three Doctoral Programs
Home of the Honors College, the Advanced Academy of Georgia, and National Championship Debate Team, RETP with Georgia Tech, …
Nursing pass rates close to 100%; fourth largest College of Education
D-II Athletics

8. How Do We Know What the Problem Is? Graphical Analysis
Overall Retention and Graduation Rates
By Ethnicity and Gender
Comparisons with Peers
Drilling Down to Root Causes

9. Trends in UWG Overall Fall Retention Rates

10. Trends in UWG’s 6-Year Graduation Rates, Fall 1994 - 2003 cohorts

11. Trends in UWG’s Second-Year Retention Rates by Ethnicity and Gender%

12. Trends in UWG’s Six-Year Graduation Rates by Ethnicity, 2000-03 Cohorts%

13. UWG & Comparator Institutions: Six-Year Graduation Rates (Fall 2002 Cohort)

14. UWG & Comparator Institutions: Median SAT Scores, 2007

15. UWG, Comparator, & Robust-Tier Institutions: 6-Year Graduation Rate

16. UWG, Comparator, & Robust-Tier Institutions: First-Time Freshmen’s 1st Term GPA
Source: Consortium for Student Retention Data Exchange Report, May 2009 16 16

17. UWG, Comparator, & Robust-Tier Institutions: Percent of 2007 First-Time Freshmen Cohort with First Term GPA Less than 2.00
Avg. excluding UWG=17%
Source: CSRDE Retention Report, Center for Data Exchange and Analysis, May 2009

18. UWG, Comparator, & Robust-Tier Institutions: Median SAT Scores, Fall 2006

19. VSU is at our SAT level, but their 6-year rate is 40% relative to ours at 32%.
KSU is significantly (40 points!) higher on SAT, but their 6-year rate is modestly higher at 35%.
GASo is at the top of the SAT set (60 points higher) and their rate is 45%.
But, the top three performers in 6-year rate -- Slippery Rock, Central Washington, and East Stroudsburg, all have SAT scores below ours.
I'm not seeing a relationship here.

20. Retention Losses at the End of Each Year –
As a Percentage of Entering Cohort

21. Retention Losses at the End of Each Year –
As a Percentage of the Previous Year’s Base

22. How Has UWG Performed Since 2005 in Selected Core Courses Identified (DFW Rates)?
Significant change due to change in staffing philosophy—converting temporary instructor lines to permanent lecturer lines with departmental responsibility
Significant change due to change in staffing philosophy—
Senior Tenured faculty teach first-year course

23. Percent of DFWs in COMM 1110 %
Note: The Ws have significantly decreased. Fs and WFs are grouped together.

24. Percentage of DFWs in POLS 1101%
Note: The Ds and Fs have not changed significantly but the Ws have decreased significantly. Fs and WFs are grouped together.

25. Percent of DFWs in ENGL 1101 %
Note: There’s not much change overall. Fs and WFs are grouped together.

26. Percent of DFWs in MATH 1101
Note: There has been an increase in Fs; Fs and WFs are grouped together.

27. Percentage of DFWs in PSYC 1101%
No significant trend noted, but combined DFWs seem to be declining. Fs and WFs are grouped together.

28. More Analysis – With Intervention
ANOVA of Graduates vs. Non-Graduates (Fall ’00 –Fall ’03 Cohorts, 6-year Graduation):
Statistically Significant Findings:
Expected Family Contribution: Higher for Graduates (measure of SES?) (p ≤ .01)
Living Arrangements: Residential Students Graduate at higher rates than Commuters (p ≤ .05)
First Term GPA: Graduates have .8 higher GPA after the first term (p ≤ .01)
Probation Status: Non-Graduates are 3-times more likely to be on Probation after their first term (p ≤ .001)
Attempted Credits in Second (Spring) Term: Graduates complete more credits in the Fall (non significant) and Spring (p ≤ .05) than Non-Graduates
Second Term GPA: Graduates have a higher GPA after Spring Term (p ≤ .01)
Critical Core Course Success: Non-Graduates failed at higher rates in ENGL 1101 and MATH 1111 in their first term (p ≤ .001 for both)
Cannot control input variables; but can reduce their effect by intervention

29. So, What Are the Roots of the Problem?
Analysis points to problems in the first and second year
The first term of first year is critical
An emerging institutional approach to the First Year
Failure and withdrawal rates (D, F, W) in some core courses are very high
Low Freshman Success Rate (FSR) and First Term GPAs
FSR 42.7 % in AY 2006; 51.7 % in AY 2009
First Term GPA = 2.3

30. So, What Are the Roots of the Problem? (contd.)
Low course load leading to extended time to degree
Increased in Fall ’09 due to special prioritization for core courses
For those who graduated, average time to degree has been fairly constant at 12.2 semesters – even a slight change would make a big difference
Low retention and graduation rates of male students
Some policy questions:
unlimited and easy withdraw;
unlimited retakes;
low standards for academic standing;
declaration of major; restrictions on admission to major…
Campus Culture: Are retention and graduation overtly and clearly prioritized as a campus imperative – for both students and colleagues?

31. Roots of the Problem
Analysis points to problems in the first two years
High DFW Rates
Low Freshman Success Rate (FSR) and First Term GPAs
FSR 42.7 % in AY 2006; 51.7 % in AY 2009
First Term GPA 2.3
Low course load credit hours per semester
Increased in Fall ’09 due to special prioritization for core courses
For those who graduated, average time to degree has been fairly constant at 12.2 semesters – even a slight change would make a big difference
Failure to enforce limits on the number of credits taken before declaring a major
Delayed declaration of a major may lead to loss of credits and lengthen the time to graduation
Low Retention and Graduation Rates of Male Students

32. Roots of the Problem
Analysis points to problems in the first and second year
The First term of first year is critical
Failure and withdrawal rates (D, F, W) in some core courses are very high
Some as high as 45%; many at 30% or greater
High number of retakes; stretches graduation for those who persist
High failure rates have a direct correlation to attrition
Campus Culture: Are retention and graduation overtly and clearly prioritized as a campus imperative – for both students and colleagues?

33. Roots of the Problem (contd.)
Freshman Success Rate is low
Percentage of full-time, first year students who completed 24 credit hours with a GPA of 2.00 at the end of their first year
42.7 % in AY 2006; 51.7 % in AY 2009
Change due to cumulative effect of RPG initiatives, extra tutoring, enhancement of support services; but no ONE reason
Still too low
Low course load
Average 12 credit hours per semester
Given current funding this is a challenge
Increased in Fall ’09 due to more core course funding
Need to shorten time to degree

34. Roots of the Problem (contd.)
Comprehensive approach to the First Year – Good, but not Great
Failure to enforce limits on the number of credits taken before declaring a major
Delayed declaration of a major may lead to loss of credits and lengthen the time to graduation
For those who graduated, average time to degree has been fairly constant at 12.2 semesters – even a slight change would make a big difference
Low Retention and Graduation Rates of Male Students
The second- and third- year progression rates of male students are comparatively lower than the rates for female students
The less-than-desirable performance of male students constitutes a notable drag on the overall graduation rate at UWG

35. Successes and Barriers To Success
First-time, full-time retention rates have been rising, although at a slow pace (68% Fall 98 to 73% Fall 08)
Second year retention rates have been increasing, although at a slow pace (47% Fall 98 to 57% Fall 08)
Some progress has been made in freshmen success rate, but the progress is not sufficient (43% in AY06 to 52% AY09)
Four-year graduation rates are increasing but at a slow pace (9% Fall 98 to 13% Fall 05)
Six-year graduation rates are increasing but at a slow pace (29% Fall 98 to 36% Fall 03)

36. Fall Cohort FYP Retention Rate
FY Program
Fall 08 Cohort
Retention Rate
No FYP Selection
67%
Selected but Dropped
63%
UWG 1101
75%
Learning Communities
80%
Residential Peer Mentoring
74%
MAP Mentoring
76%
Honors
86%
FY Mentoring/iServe
71%
Commuter FYP
Previously Commuter
Retention <60%
65%
Overall Retention Rate
73%

37. Evolving Culture Change
Implemented First Year For Everyone Program – 97% of all first year students are in some FYP
Higher retention rates for those in programs than not
Foundations of Excellence – Study of First year (set the stage for RPG Grant and addition of FYPs)
Early Intervention (different levels of implementation)
Predictive modeling for At-Risk Students (first term) based on pre-college characteristics – predicted 75% of outcomes
Residential; EFC, HS GPA, Race (AA is a plus), answers on New Student Profile (Finances as Barrier and Difficulty Choosing a Major)
New Student Profile -- Direct Intervention and Early Engagement
Early Withdraw Intervention (wks 2-6)
Academic Warning/Probation Intervention
Appointment with Advisor; Academic Warning seminars

38. Evolving Culture Change
RPG Guides: Direct retention and graduation program in each A&S department; meet with parents at Orientation
DegreeWorks: Measures progress towards degree
Academic Support Centers: Writing Ctr.; Math Lab; Biology Tutoring; EXCEL Center (tutoring, mentoring, advising)
Two-Phase Orientation (Summer and Transitions)
Second Year Experience program (Spring 2010 initial term)
First-Year Commuter program, Commuter Student Association, Commuter Lounge
Policy change: Enforced 60 hour rule – students must declare a major by their 60th hour; required intervention if not
Policy change: Increased threshold for Academic Good Standing; increased requirement for intervention (challenge/support)

39. Foundations of Excellence in the First Year of College
Campus-wide Self Study in
Revolved around Nine Foundational Dimensions of Excellence developed from research on Institutions of Distinction
Focused on overall institutional philosophy and activities in the first year
Expansive working committee from faculty, administration, and staff
Faculty/Staff survey – Student Survey

40. At Risk Predictive Modeling
Overall Concept: Determine risk of attrition as early as possible—then intervene in the areas of greatest need
Logistic Regression on 5 years of Fall Cohort Data
Identified Five pre-college factors that highly predict attrition after the first year
Residential Status (on campus vs. commuter)
Expected Family Contribution
Race (AA is a retention plus)
High School GPA
Answers on two questions of New Student Profile
Finances will be a barrier to success
Student will have difficulty choosing a major
Model is applied to incoming freshman class which generates an At-Risk Score
At-Risk score is then used to determine the level of intervention each student should receive (higher score receives greater intervention)
First use of this model in Fall ’09 – no results yet

41. New Student Profile Survey given to new students at Orientation
Asks questions about factors known to be barriers to success
Study behaviors
Work expectations
Expectations of success
Barriers to success (non-academic)
Areas of weakness (academic)
Staff then intervene with students based on their answers (e.g., Math is an area of weakness – advisors call student to tell them about our academic support services for students in math)

42. Early Withdraw Intervention
Report showing the freshman students who withdraw from any class during the 2nd through 6th week
Advisors intervene, making sure the student knows about the support services available to “save” them in their other classes.
Has been done for two years; very little assessment
Slightly higher number of completed hours Fall ’08 and ’09 vs. previous fall terms

43. Metrics Pass rates in core courses Pass rates lower level courses
Pass rates upper level courses
Successful course completion rates per semester (DFWI)
Average student credit hour load per semester
Freshmen success rates
Retention and Success rates by First Year Program
First- and second-year retention rates.
First-year retention rates by First Year Programs/Interventions/Services
Four-, five-, and six-year graduation rates
National Survey of Student Engagement (NSSE) Data

44. What are we going to DO about it? Three-Year Plan: Big Ideas
First Year Critical – DFW – Improvement Strategies
Predictive analysis and interventions
Institutional Commitments:
First-year programs
Support: Orientations, Tutoring Centers, RPG Guides, etc.
Degree Works (Wolf Watch)
Center for Teaching & Learning
Increase student load per semester
Engaging male students
Declaring majors by 60 hours; then Departmental ownership
Study Institutional Policies and Procedures affecting time to degree
Note: The details of the plan will be an evolving one, based on faculty input and emerging creative ideas.
Student, Faculty, Administrative Culture `

45. Three Year Plan Summary of Plan
Tone set by senior leaders
Actions to change the faculty/staff culture
Actions to change the student culture
Continuous assessment and improvement

46. Three Year Plan 1. Tone set by senior leaders
Campus leaders publicize the high priority of increasing retention and graduation rates at every occasion.
President’s meeting with Deans & Chairs, April 5
General Faculty Meeting, April 29
Meetings with department heads in other Divisions
Communicate that this is a campus initiative/priority for success in the first and second year
Communication to minority students during Alpha Lambda Delta Initiation Ceremony and Multicultural Achievement Program Recognition (March 30 & 31, respectively)
Communication to Leadership Awards students, April 20
Implement seamless linkages between student services and academic programming to enhance a culture of student success on campus
Make Early Alert a required feature of High DFW Courses

47. Three Year Plan 2. Actions to change the faculty/staff culture.
Coordinate First Year Programs under one full-time, Director-level professional, and develop a shared philosophy of first-year success.
Comprehensive, coordinated programming creates an efficient, effective overall support for all students and a single point of accountability
Invest in Center for Teaching and Learning and require engagement by new tenure track and full-time temporary faculty
Engage first year faculty in a First Year Success Imperative focusing on engagement and academic success (lowering DFW rates).
Consider full-time faculty to core courses with high failure and withdrawal rates and establish success-enhancing support in those courses
Invest in first year teaching/faculty development
Organize faculty workshops and mandatory orientation training to explore and integrate ideas that will accommodate campus culture and foster continuous improvements toward retention and graduation
Enhance academic advising, better training, better use of technology (DegreeWorks)
Require all academic departments to prepare departmental-level RPG Plans (starting in A&S with RPG Guides)
Increase student-faculty interaction based on specific items in the NSSE

48. Three Year Plan 3. Actions to change the student culture.
Increase use of technology to allow effective self-tracking of student progress.
Extend the first-year experience program to second-year experience program.
Implement targeted interventions for current sophomores, juniors, & seniors.
Sophomores: major selection interventions, academically at-risk advising, loss of Hope interventions
Juniors and Seniors: degree progress checks, academically at-risk advising, involvement opportunities (co-ops, internships, community service/volunteer experiences)
Explore ways to engage and motivate male students both in and out of class.
Improve selected facilities to facilitate active learning and academic success.
Beginning with New Student Orientation, and continuing into first-year classes and out-of-class experiences, emphasize a greater expectation for the amount of effort needed for success in college.
Add Learning Communities based on success factors identified in evaluation of current Learning Communities.
Encourage students in good standing to take more credit hours (e.g. from 12 to 15 credit hours).
Enforce the rule regarding declaration of a major. 48

49. Three Year Plan 4. Continuous assessment and improvement
Further refine the coordinated, targeted Early Intervention approach.
Integrate lessons from aspirational and comparator institutions with similar selectivity and retention but with higher graduation rates than UWG.
Continue to improve synchronization of student services activities with academic programs (e.g. monitoring of at-risk students and implementation of required early warning system).
Continue to share metrics with the campus community.

50. Additional Analyses (continuing)
Impact of Attendance in class
No obvious methodology because of “3 Strikes” policies in some classes
Might help explain the “male” problem
Impact of eCore® classes – Those who take two or more eCore® classes in their first year have significantly higher graduation rates – in three of the past four years, 4-year graduation was about twice as high. We have no analysis yet of causality, so we should infer a causal relationship at this stage.

51. Thank you for all you do. Let’s look more carefully at ourselves!
What are we missing?

52. Thank you for this opportunity to look more carefully at ourselves!
What are we missing?