1. First-Year Student Academic Achievement at Four-Year Universities Joan V. Miller Pennsylvania State University Hi Ed 556

2. Relevant Statistical Data 40% of all college students leave before completing their degree (Porter, 1990) Only 55% of undergraduates who enrolled in a four year institution in 1995-1996 earned a bachelor’s degree within six years (Lotkowski, Robbins & Noeth, 2004) The highest percentage of students who leave do so within their first year (Tinto, 1973) More than 30% of first-year students do not return for their second year (Smith, 2002)

3. Academic Achievement/GPA The college outcome that is the best predictor of first-year student persistence to their second year (Nora, Cabrera, Hagedorn & Pascarella, 1996) Both large national studies and small single institution studies show college grades to be the most statistically significant consistent indicator of student persistence and degree completion (Pascarella & Terenzini, 2005) An important component of student success (Kuh, 2007) The higher a student’s first-year grade point average (GPA), the less likely they were to drop out (Ishitani & DesJardins, 2002)

4. Academic Achievement Persistence Retention O

5. Variable Affecting the Academic Achievement of First-Year Students Pre-college abilities ◦ High school GPA ◦ Standardized achievement test ( SAT/ACT) ◦ ( Kuh, Cruce, Shoup, Kinzie & Gonyea, 2008; ◦ Lotkowski, Robbins & Noeth, 2004; ◦ DeBard, Speilman, & Julka, 2004)

6. ◦ Academic motivation and self-efficacy – mixed results ◦ ( Gifford, Briceno-Perriott & Mianzo, 2006; Lotkowski, Robbins & Noeth, 2004; Reynolds & Weigand, 2010) ◦ Resiliency - significantly related to first-year GPA ◦ (Reynolds & Weigand, 2010; DeBerard, Speilmans & Julka, 2004) ◦ Self-control – significant predictor of college GPA ◦ (Mansfield, Pinto, Parente & Wortman, 2009; Gifford, Briceno-Perriott, & Mianzo, 2006; Stupinsky, Renaud, Perry, Ruthig, Haynes & Clifton, 2007) ◦ Locus of control – internal higher GPA ◦ (Gifford, Briceno-Perriott & Mianzo, 2006) ◦ Self-regulation – some aspects such as time management contribute to variance in GPA ◦ (Kitsantas, Winsler & Huie, 2008) Personal/Psychological Characteristics

7. Both academic variable and non-academic variables affect student achievement (Lotkowski, Robbins, & Noeth, 2004) “ To effectively provide early interventions and attention to transitioning first-year students, institutions must understand who its students are, what they are prepared to do academically and what they expect of the institution and themselves” (Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008)

8. Academic Achievement O Persistence Retention I Academic Variables High School GPA Achievement Scores SAT/ACT SES + Non-Academic Variables Age, Race, Gender Psychological Characteristics/ Attitudes Resiliency Self- regulation Motivation Self- confidence Self-efficacy Self-control Academic Habits

9. Environmental Program Variables Mentoring -statistically significant evidence of increased GPA ( Salainitri, 2005) Living Learning Communities – mixed results Freshman Interest Groups were significant (Pasque & Murphy, 2005; Purdie & Rosser, 2011; Noble, Flynn & Hilton, 2007-2008) Engagement – positively related to academic outcomes (Kuh, Cruce, Shoup, Kinzie & Gonyea, 2008; Keup, 2006) Support Services: Academic and Social ◦ Supplemental Instruction (SI); Student Support Services (SSS); Multicultural Centers – all found to enhance achievement (Lotkowski, Robbins & Noeth, 2004;Pascarella & Terenzini, 2005) First-Year Seminars- typically related to improved achievement (Pascarella & Terenzini, 2005; Jamelske, 2007)

10. I Academic Variables High School GPA Achievement Scores SAT/ACT SES + Non -Academic Variables Age, Race, Gender Psychological Characteristics/ Attitudes Resiliency Self- regulation Motivation Self- confidence Self-efficacy Self-control Academic Habits Academic Achievement Persistence Retention OE First-Year Seminars Living-Learning Communities Support Services Social/Academic Mentoring

11. Applicability First-year students Four-Year Universities Some variation across institutional types, gender, race and ethnicty Generally findings applied to all students

12. Recommendations Administration/Strategic Planning Admissions Orientation Placement Testing Student Affairs-Program Planning Faculty

13. Questions? Thank you! jxm1063@psu.edu