1. Back to the Basics? Research-based strategies for college student success Dr. Wes Habley hableyw@gmail.com Everything I know about college student retention, I learned in 1980

2. Back to the Basics

3. Lumina Foundation Goal Increase the percentage of Americans with high-quality degrees and credentials to 60 percent by the year 2025. (166,000/year)  Current level: 39.9%  Higher education attainment rates among adults, first-generation, low-income and students of color are significantly lower than those of other students  Fastest growing segments of the US population are those least likely to complete high school, enroll in college and earn certificates or degrees. Back to the Basics

4. President Obama 2020 Goal U.S. will return to first in the world in the proportion of 25-34 year-olds with some form of postsecondary education Requires H.S. graduation rate of 90% (current rate is 74.9%) We must double current undergraduate enrollment 8 million more individuals must complete postsecondary education Back to the Basics

5. Global Competitiveness? 23 rd of 35 countries on high school enrollment of 15-19 year-olds 20 th of 28 countries on high school completion rate 10 th of 32 countries on B.A. enrollment rate 12 th of 36 countries in degree attainment of 25-34 year-olds Back to the Basics

6. Topics Overview of WWISR surveys Attrition Factors Retention Interventions Retention and Degree Completion Rates Educational Attainment Rates Expanding the Retention Paradigm Back to the Basics

7. Back to the Basics

8. Section 1: What Do We Know About Retention and Persistence to Degree? Section 2: The Case for Intensified Campus Efforts Section 3: Core Components of Student Success Back to the Basics

9. ACHIEVEMENT BEHAVIORGOALS SUCCESS Back to the Basics

10. What Works in Student Retention Beal and Noel (1980) Collaboration with NCHEMS 40.2% response rate Cowart (1987) Collaboration with AASCU 51.7% response rate Habley & McClanahan (2004) 35.4% response rate Habley, McClanahan, Valiga, & Burkum (2010) 34.5% response rate Back to the Basics

12. Highest Rated Dropout Characteristics (1980-87) Low academic achievement Limited educational aspirations Indecision about a major/career goal Inadequate financial resources

13. Greatest Impact on Attrition (2004-10) Factor TechC.C.4-pub4-priv Level of student preparation for college work Level of student commitment to earning a degree Adequacy of personal financial resources Level of student motivation to succeed Student study skills Back to the Basics NO CHANGE

14. If students…… ….had better academic preparation ….had better study skills ….were more committed to earning a degree ….were more certain about a program of study ….were more motivated to learn ….had better financial support ….had better support from significant others Back to the Basics

15. There would be no attrition problem

16. Least Impact on Attrition (2004-10) Factor TechC.C.4-pub4-priv Campus safety and security Cultural activities Residence hall facilities Student physical health issues Commuting/living off campus Back to the Basics NO CHANGE

17. Why do we have a problem? We have…..  a beautiful campus  great facilities  a rich set of co-curricular experiences  excellent academic programs  an outstanding faculty Back to the Basics

18. The problem must be that we have the…. WRONG STUDENTS Back to the Basics

19. John Gardner comments…. It is disturbing to note….that in spite of all we know about student retention that institutions are still inclined to hold students responsible for their retention/attrition while dramatically minimizing the institutional role in student retention. Back to the Basics

20. What do we know about academic performance? Back to the Basics

21. Academic Performance Global competitiveness is on the decline High school grades are on the rise Dual enrollment is on the rise Advanced placement is on the rise Assessment results are stagnant  NAEP Pipeline scores  ACT college readiness pipeline scores

22. 2013 College Readiness Benchmarks Back to the Basics ACT College Readiness benchmarks 50% Score needed on an ACT subject area test for a: 50% chance of a B or higher OR A 75% 75% chance of a C or higher IN THE corresponding credit-bearing college course

23. 2013 College Readiness Benchmarks Back to the Basics TestCollege Course ACT Score/% earning EnglishEnglish Comp. 18/64% MathCollege Algebra 22/44% ReadingSocial Science 21/44% ScienceBiology 24/36% 26% of ACT-tested 2013 high school graduates met all four benchmarks

24. What do we know about retention and persistence to degree rates? Back to the Basics

25. Retention Trends1983-2013 Freshman-Sophomore Year Highest %Lowest %Current % Two-Year Public 55.7 (’10)51.3(’04)55.0 BA/BS Public70.0(’04) 66.4(’96,’05)64.4 MA/MS Public73.6 (‘13)68.1(’89)73.6 PhD Public78.6(’10)72.9(’08)77.4 Two-year Private72.6(‘92)55.5(’08,’12)56.4 BA/BS Private74.0(’89)67.3(’10,’12)67.4 MA/MS Private78.0(’85)69.9 (‘13)69.9 PhD Private85.0(’85)80.2(’12,‘13)80.2 ALL66.8 Back to the Basics NO CHANGE

26. Completion Trends1983-2013 Two-year Colleges – Graduation in 3 years or less Highest %Lowest %Current % Public38.8(’89)22.7 (‘13)22.7 Private66.4(’90)50.2(’08)51.3 ALL44.0(’89)24.8(’13)24.8 Back to the Basics NO CHANGE

27. Highest %Lowest %Current % BA/BS Public52.8(’86)35.1(’13)35.1 MA/MS Public46.7(’86)37.0(’00)37.9 PhD Public50.6(’89,’90)45.0(’01)48.0 BA/BS Private57.5(’06)53.3(’01)56.9 MA/MS Private58.4(’88)53.5(’01)54.4 PhD Private68.8(’86)62.3(‘13)62.3 Completion Trends1983-2013 Four-year Colleges – Graduation in 5 years or less Back to the Basics NO CHANGE

28. College Participation/Attainment Some College AA/AS Degree BA/BS Degree Above a BA/BS All races19.5% White (non-Hispanic)20.0% White in combination.19.4% Black alone22.2% Black in combination22.5% Hispanic (any race)15.6% Asian alone13.9% Asian in combination14.6% U.S. Census, 2010: population 18 years or older Back to the Basics

29. College Participation/Attainment Some College AA/AS Degree BA/BS Degree Above a BA/BS All races19.5%8.5% White (non-Hispanic)20.0%9.2% White in combination.19.4%8.6% Black alone22.2%8.1% Black in combination22.5%8.2% Hispanic (any race)15.6%5.8% Asian alone13.9%6.6% Asian in combination14.6%6.7% U.S. Census, 2010: population 18 years or older Back to the Basics

30. College Participation/Attainment Some College AA/AS Degree BA/BS Degree Above a BA/BS All races19.5%8.5%17.7% White (non-Hispanic)20.0%9.2%19.9% White in combination.19.4%8.6%18.1% Black alone22.2%8.1%11.6% Black in combination22.5%8.2%11.7% Hispanic (any race)15.6%5.8%8.8% Asian alone13.9%6.6%29.8% Asian in combination14.6%6.7%29.5% U.S. Census, 2010: population 18 years or older Back to the Basics

31. College Participation/Attainment Some College AA/AS Degree BA/BS Degree Above a BA/BS All races19.5%8.5%17.7%9.3% White (non-Hispanic)20.0%9.2%19.9%10.6% White in combination19.4%8.6%18.1%9.4% Black alone22.2%8.1%11.6%5.6% Black in combination22.5%8.2%11.7%1.1% Hispanic (any race)15.6%5.8%8.8%3.1% Asian alone13.9%6.6%29.8%18.7% Asian in combination14.6%6.7%29.5%18.2% U.S. Census, 2010: population 18 years or older Back to the Basics NO CHANGE

32. After 40 Years….. Attrition Factors – No Change Retention Interventions – No Change Retention and Persistence to Degree Rates – No Change U.S. Educational Attainment – No Change The fastest growing demographic groups include those least likely to succeed in the educational system Back to the Basics

33. Asian/AmericanCaucasian3 Asian/AmericanCaucasian1 Hispanic/American3 CaucasianHispanic/American2 Caucasian1 Asian AmericanAfrican/American1 African/Hispanic/Caucasian1 American African/Caucasian/Asian American2 American This is about all of America’s children

34. These are America’s kids

35. Lumina Foundation Goal? Obama Goal? Back to the Basics

36. Section 1: What Do We Know About Retention and Persistence to Degree? Section 2: The Case for Intensified Campus Efforts Section 3: Core Components of Student Success Section 4: Proven Student Success Practices Back to the Basics

37. Retention Interventions All four surveys……  Entry level course placement  Appropriate learning support/developmental education  Academic Advising  First year transition programs Back to the Basics

38. ACHIEVEMENT BEHAVIORGOALS SUCCESS Back to the Basics

39. Indirect v. Direct Relationships FACTOROUTCOME MEDIATOR DIRECT EFFECT INDIRECT EFFECT Back to the Basics

40. Indirect v. Direct Relationships FACTOROUTCOME MEDIATOR DIRECT EFFECT INDIRECT EFFECT RELATIONSHIP SATISFACTION PERSISTENCE Course Placement Learning Support Academic Advising Transition Programs High Quality Back to the Basics

41. High Quality Course Placement “Optimal placement results when students begin with the course for which all important learning outcomes have been satisfied and few important course outcomes have been mastered.” D.R. Whitney (1989) Back to the Basics

42. Course Placement in WWISR Academic preparation was consistently rated as a major cause of student attrition Mandatory placement testing rated in the top five retention strategies across all institutional types The use of placement diagnostics was a differentiator between high retention campuses and low retention campuses

43. Course Placement Imperatives  Required of all students  Selection of an assessment instrument Validity Reliability Curricular alignment Costs Availability of diagnostics Back to the Basics

44. Course Placement Imperatives Multiple sources of information  Test scores are but one element in the decision  Previous academic performance  Educational program/Career Choice  Psycho-social measures  Student prerogative  Intervening life experiences Decisions derived through dialog with an advisor Back to the Basics

45. High quality learning support Learning support fills the gaps between the learning outcomes that students can demonstrate and those that are necessary to begin and succeed in a particular course Whitney - extended

46. Learning Support in WWISR Remedial/Developmental Coursework (required) Back to the Basics

47. Developmental Education Courses Percentage of colleges offering developmental education  Two-year Colleges99%  Four-year Public Colleges88%  Four-year Private Colleges68% Back to the Basics

48. Remediation Percentage of community college students taking at least one remedial course 45% 27% Source: National Center for Education Statistics Percentage of four-year college students taking at least one remedial course WHAT HAPPENS WHEN THEY ENROLL?

49. Remediation Annual estimated cost of college remediation in the United States $5,600,000,000,000 $5.6 Billion Source: Alliance for Excellent Education

50. Developmental Education Courses Percentage of colleges offering developmental education  Two-year Colleges99%  Four-year Public Colleges88%  Four-year Private Colleges68% We are teaching college courses to high school students We are teaching high school courses to college students Back to the Basics

51. Learning Support in WWISR Remedial/Developmental Coursework (required) Supplemental Instruction Comprehensive Learning Assistance Center Tutoring Early Warning system Back to the Basics

52. Academic advising is the only structured activity on the campus in which all students have the opportunity for one-to-one interaction with a concerned representative of the institution. The potential impact Back to the Basics High Quality Academic Advising

53. Conceptual beliefs about advising Student centered definition of advising Advising as teaching Career/Life planning Student persistence Back to the Basics

54. Organizational beliefs about academic advising Hub of student support Coordination and collaboration Active outreach Training, assessment, recognition Back to the Basics

55. Academic Advising in WWISR Programs for special populations Increased staffing Advising center/office Integration with first year experience Integration with career/life planning Back to the Basics

56. High Quality Transition Programs Transition is a three-stage process  Separation from some, if not many, of the values, norms and behaviors that characterized past social/educational environments  A period of passage between old and new  Acceptance of many of the new norms, values and behaviors Back to the Basics

57. High Quality Transition Programs Three basic types  Orientation Generally time-constrained and generally occurring before classes begin  Learning Community Small group of students enrolled together in two or more courses. Four basic models  First-year seminar A course offered to or required of new students

58. High Quality Transition Programs Scope, content and format guided by  Identification of student needs  Institutional characteristics  Institutional culture

59. Current Retention Paradigm The percentage of students who enroll at an institution, are retained at that institution, persist at that institution and graduate from that institution in a reasonable period of time. Back to the Basics

60. Higher Education Production Model

61. 61 RETENTION The process of holding or keeping in one’s possession

62. DIMENSIONRETENTION PARADIGM GoalDegree or certificate Where Path to Goal Time to Goal Institutional Questions Student Role Important Transitions Relationship to other education Providers Measure of Effectiveness Back to the Basics

63. DIMENSIONRETENTION PARADIGM GoalDegree or certificate WhereAt institution of first enrollment Path to Goal Time to Goal Institutional Questions Student Role Important Transitions Relationship to other education Providers Measure of Effectiveness Back to the Basics

64. DIMENSIONRETENTION PARADIGM GoalDegree or certificate WhereAt institution of first enrollment Path to GoalLinear Time to Goal Institutional Questions Student Role Important Transitions Relationship to other education Providers Measure of Effectiveness Back to the Basics

65. DIMENSIONRETENTION PARADIGM GoalDegree or certificate WhereAt institution of first enrollment Path to GoalLinear Time to GoalWith all due speed Institutional Questions Student Role Important Transitions Relationship to other education Providers Measure of Effectiveness Back to the Basics

66. DIMENSIONRETENTION PARADIGM GoalDegree or certificate WhereAt institution of first enrollment Path to GoalLinear Time to GoalWith all due speed Institutional Questions How can we best serve? Why did she leave? Student Role Important Transitions Relationship to other education Providers Measure of Effectiveness Back to the Basics

67. DIMENSIONRETENTION PARADIGM GoalDegree or certificate WhereAt institution of first enrollment Path to GoalLinear Time to GoalWith all due speed Institutional Questions How can we best serve? Why did she leave? Student RolePrimary life role Important Transitions Relationship to other education Providers Measure of Effectiveness Back to the Basics

68. DIMENSIONRETENTION PARADIGM GoalDegree or certificate WhereAt institution of first enrollment Path to GoalLinear Time to GoalWith all due speed Institutional Questions How can we best serve? Why did she leave? Student RolePrimary life role Important Transitions Into this institution Through this institution Graduation from this institution Relationship to other education Providers Measure of Effectiveness Back to the Basics

69. DIMENSIONRETENTION PARADIGM GoalDegree or certificate WhereAt institution of first enrollment Path to GoalLinear Time to GoalWith all due speed Institutional Questions How can we best serve? Why did she leave? Student RolePrimary life role Important Transitions Into this institution Through this institution Graduation from this institution Relationship to other education Providers Competitive Opaque Discreet Unsystematic Measure of Effectiveness Back to the Basics

70. DIMENSIONRETENTION PARADIGM GoalDegree or certificate WhereAt institution of first enrollment Path to GoalLinear Time to GoalWith all due speed Institutional Questions How can we best serve? Why did she leave? Student RolePrimary life role Important Transitions Into this institution Through this institution Graduation from this institution Relationship to other education Providers Competitive Opaque Discreet Unsystematic Measure of Effectiveness Institutional retention rate Institutional degree completion rate Back to the Basics

71. http://www.act.org/readinessreality/13/pdf/Reality-of-College-Readiness-2013.pdf

72. The Reality of College Readiness – 2013 72 2012 Reports on the 2012 college enrollment status of ACT-tested students in the high 2011 school graduating class of 2011 National Student Clearinghouse Match Back to the Basics

73. Key Finding - Institutional measures of retention fail to tell the whole story about student success Trends in students migration and movement  Multiple institutions as they progress  Geography matters  So do their goals (intentions) Institutional measures are limiting & linear Back to the Basics

74. Group Exercise Stopped out of college for one term or longer Entered college with dual enrollment, AP, CLEP or other college level credit Took courses part-time Took longer than four years to earn your undergraduate degree Transferred (2-yr to 4-year OR 4-yr to 2-yr) Enrolled in two or more institutions simultaneously Began college after age 25 Did not enroll in college right out of high school Took an online course as an undergraduate Back to the Basics

75. Challenging the assumptions of the retention paradigm For every 100 college students……. 45 bring college credit with them at first full-time enrollment (dual credit, AP, online, CLEP) 11 simultaneously enroll in more that one institution 41 attend more than one institution 29 transfer from two-year to four-year colleges 14 transfer from four-year to two-year colleges 38 enroll part time 30 delay enrollment a year or more 25 are over the age of 25 30 enroll in an online course Back to the Basics

76. Student Success in College Is not constrained by time Back to the Basics

77. Student Success in College Is not constrained by place Back to the Basics

78. Key Finding - Too many students who intend to go to college are not enrolled anywhere one year later Self select by taking a college entrance test  Attend nowhere  Intend to delay enrollment but are not enrolled one year later  Attend one year (or less) but are not enrolled in a second year Back to the Basics

79. Fall 2011 Status Fall 2012 Status Group 1Group 2Group 3 Group 4 All GradsRe-Enrolled in State 44555446 Re-Enrolled Out of State 35191211 Not Enrolled- unknown 22263443 2013 Reality of College Readiness - National Group 1: <20% DE, MD, ME, NC, NH, NJ, PA, RI, & WA Group 2: 20- 59% AK, AZ, CA. CT, GA, HI, IN, MA, NV, NY, OR, SC, TX, VA, & VT Group 3: 60- 79% FL, IA, ID, KS, MN, MO, MT, NE, NM, OH, OK, UT, WI, & WV Group 4: 80- 100% AL, AR, CO, IL, KY, LA, MI, MS, ND, SD, TN, & WY Back to the Basics

80. Fall 2011 Status Fall 2012 Status Group 1Group 2Group 3 Group 4 Two-year college Not Enrolled- unknown 22263443 Four-year public Not Enrolled – unknown 24253032 Four-year private Not Enrolled - unknown 791413 2013 Reality of College Readiness Not enrolled – one year later Group 1: <20% DE, MD, ME, NC, NH, NJ, PA, RI, & WA Group 2: 20-59% AK, AZ, CA. CT, GA, HI, IN, MA, NV, NY, OR, SC, TX, VA, & VT Group 3: 60-79% FL, IA, ID, KS, MN, MO, MT, NE, NM, OH, OK, UT, WI, & WV Group 4: 80-100% AL, AR, CO, IL, KY, LA, MI, MS, ND, SD, TN, & WY Back to the Basics

81. Percent of Students after one year who are not in education or unknown by benchmark attainment Met ZeroMet OneMet TwoMet Three Met Four 57%34%35%21%17% Back to the Basics 68,00050,400

82. Key Finding - There is a relationship between retention and the fit between a student’s interests and chosen major. Understand the importance of fit Capture and use the data  Utilize non-cognitive measures in your intervention and counseling strategies Back to the Basics

83. Retention Rates by Institution Type of First College Choice and Interest-Major Fit*: All ACT-Tested Enrolled Students Back to the Basics

84. Rethinking the Retention Paradigm  Horizontal thinking is daydreaming. The horizontal thinker has a thousand ideas but puts none of them into effective action.  Vertical thinking is based in the belief that if we do more of the same but just better, things will improve. Back to the Basics

85. Vertical Thinking Insanity: doing the same thing over and over again and expecting different results. Albert Einstein Back to the Basics

86. Rethinking the Retention Paradigm  Horizontal thinking is daydreaming. The horizontal thinker has a thousand ideas but puts none of them into action.  Vertical thinking is based in the belief that if we do more of the same but just better, things will improve.  Lateral thinking is idea generation and problem solving in which all assumptions are examined and new concepts are created in a novel way. Back to the Basics

87. Section 1: What Do We Know About Retention and Persistence to Degree? Section 2: The Case for Intensified Campus Efforts Section 3: Core Components of Student Success Section 4: Proven Student Success Practices Section 5: Making Student Success a Priority Back to the Basics

88. Rethinking the Retention Paradigm How would things be different if individual student success became the goal rather than institutional retention and persistence to degree rates? How would we expand the paradigm? Back to the Basics

89. DIMENSIONRETENTION PARADIGMEXPANDED PARADIGM GoalDegree or certificate Student defined WhereAt institution of first enrollment Path to GoalLinear Time to GoalWith all due speed Institutional Questions How can we best serve? Why did she leave? Student RolePrimary life role Important Transitions Into this institution Through this institution Graduation from this institution Relationship to other education Providers Competitive Opaque Discreet Unsystematic Measure of Effectiveness Institutional retention rate Institutional degree completion rate Back to the Basics

90. DIMENSIONRETENTION PARADIGMEXPANDED PARADIGM GoalDegree or certificate Student defined WhereAt institution of first enrollment Any college Path to GoalLinear Time to GoalWith all due speed Institutional Questions How can we best serve? Why did she leave? Student RolePrimary life role Important Transitions Into this institution Through this institution Graduation from this institution Relationship to other education Providers Competitive Opaque Discreet Unsystematic Measure of Effectiveness Institutional retention rate Institutional degree completion rate Back to the Basics

91. DIMENSIONRETENTION PARADIGMEXPANDED PARADIGM GoalDegree or certificate Student defined WhereAt institution of first enrollment Any college Path to GoalLinear Non-linear, discontinuous Time to GoalWith all due speed Institutional Questions How can we best serve? Why did she leave? Student RolePrimary life role Important Transitions Into this institution Through this institution Graduation from this institution Relationship to other education Providers Competitive Opaque Discreet Unsystematic Measure of Effectiveness Institutional retention rate Institutional degree completion rate Back to the Basics

92. DIMENSIONRETENTION PARADIGMEXPANDED PARADIGM GoalDegree or certificate Student defined WhereAt institution of first enrollment Any college Path to GoalLinear Non-linear, discontinuous Time to GoalWith all due speed Student pace, discontinuous Institutional Questions How can we best serve? Why did she leave? Student RolePrimary life role Important Transitions Into this institution Through this institution Graduation from this institution Relationship to other education Providers Competitive Opaque Discreet Unsystematic Measure of Effectiveness Institutional retention rate Institutional degree completion rate Back to the Basics

93. DIMENSIONRETENTION PARADIGMEXPANDED PARADIGM GoalDegree or certificate Student defined WhereAt institution of first enrollment Any college Path to GoalLinear Non-linear, discontinuous Time to GoalWith all due speed Student pace, discontinuous Institutional Questions How can we best serve? Why did she leave? How can we best serve? Where is she going? How can we help her get there? Student RolePrimary life role Important Transitions Into this institution Through this institution Graduation from this institution Relationship to other education Providers Competitive Opaque Discreet Unsystematic Measure of Effectiveness Institutional retention rate Institutional degree completion rate Back to the Basics

94. DIMENSIONRETENTION PARADIGMEXPANDED PARADIGM GoalDegree or certificate Student defined WhereAt institution of first enrollment Any college Path to GoalLinear Non-linear, discontinuous Time to GoalWith all due speed Student pace, discontinuous Institutional Questions How can we best serve? Why did she leave? How can we best serve? Where is she going? How can we help her get there? Student RolePrimary life role May be one of several important life roles Important Transitions Into this institution Through this institution Graduation from this institution Relationship to other education Providers Competitive Opaque Discreet Unsystematic Measure of Effectiveness Institutional retention rate Institutional degree completion rate Back to the Basics

95. DIMENSIONRETENTION PARADIGMEXPANDED PARADIGM GoalDegree or certificate Student defined WhereAt institution of first enrollment Any college Path to GoalLinear Non-linear, discontinuous Time to GoalWith all due speed Student pace, discontinuous Institutional Questions How can we best serve? Why did she leave? How can we best serve? Where is she going? How can we help her get there? Student RolePrimary life role May be one of several important life roles Important Transitions Into this institution Through this institution Graduation from this institution Into this institution Transition to another institution Relationship to other education Providers Competitive Opaque Discreet Unsystematic Measure of Effectiveness Institutional retention rate Institutional degree completion rate Back to the Basics

96. DIMENSIONRETENTION PARADIGMEXPANDED PARADIGM GoalDegree or certificate Student defined WhereAt institution of first enrollment Any college Path to GoalLinear Non-linear, discontinuous Time to GoalWith all due speed Student pace, discontinuous Institutional Questions How can we best serve? Why did she leave? How can we best serve? Where is she going? How can we help her get there? Student RolePrimary life role May be one of several important life roles Important Transitions Into this institution Through this institution Graduation from this institution Into this institution Transition to another institution Relationship to other education Providers Competitive Opaque Discreet Unsystematic Transparent Collaborative Systematic Measure of Effectiveness Institutional retention rate Institutional degree completion rate Back to the Basics

97. DIMENSIONRETENTION PARADIGMEXPANDED PARADIGM GoalDegree or certificateStudent defined WhereAt institution of first enrollmentAny college Path to GoalLinearNon-linear, discontinuous Time to GoalWith all due speedStudent pace, discontinuous Institutional Questions How can we best serve? Why did she leave? How can we best serve? Where is she going? How can we help her get there? Student RolePrimary life roleMay be one of several important life roles Important Transitions Into this institution Through this institution Graduation from this institution Into this institution Transition to another institution Relationship to other education Providers Competitive Opaque Discreet Unsystematic Transparent Collaborative Systematic Measure of Effectiveness Institutional retention rate Institutional degree completion rate Student success – goal achievement rate Back to the Basics

98. Implementing the expanded paradigm Recommendations for Policy Makers Pursue P-20 collaborations to develop integrated education systems Expand the current retention definition to focus on individual student success - the achievement of student educational goals rather than the completion of a degree at a specific institution within a specific timeframe Measure and reward individual student success across the postsecondary system. Success should not be measured solely by retention and graduation rates within an institution. Back to the Basics

99. Implementing the expanded paradigm Recommendations for Policy Makers Review and revise policies and agreements which increase the transparent movement of students from one educational experience to another Develop a common course numbering system Develop a course applicability system Expand articulation agreements Establish a clearinghouse which serves as a repository for a student-owned educational portfolio used to facilitate institution to institution transitions Participate in the Voluntary System of Accountability (VSA) or the Voluntary Framework for Accountability (VFA) Back to the Basics

100. Topics Overview of WWISR surveys Attrition Factors Retention Interventions Retention and Degree Completion Rates Educational Attainment Rates Expanding the Retention Paradigm Back to the Basics

101. Back to the Basics? Three Decades of What Works in Student Retention Dr. Wes Habley hableyw@gmail.com