Freshman Retention:     Impact of Financial ConcernsSukhwant Jhaj, Rowanna CarpenterUniversity StudiesPortland State Unive...
Student Success Framework                               Academic                             Preparedness                 ...
Student Success: From Data to Action• Early identification of students at risk• On going communication• Quick intervention
Assessment Structure: Data SourcesPrior Learning                          End of Year         E-PortfolioSurvey           ...
Assessment Data: First-Time Freshmenin FRINQ, Fall 20101152 Freshmen   – Enrolled in a FRINQ course Fall term   – Includes...
10%                                        20%                                                                 40%        ...
Methodological ApproachData Analysis   • Last year: Fall 2007, 2008, 2009 cohorts analyzed together.   • This year: Fall 2...
Logistic Regression Predicting Fall-to-FallRetentionModel 2(23)= 184.04, p<.00R2 = .26 (Nagelkerke)
Predictors of FA 2010 Fall-to-Fall FreshmanRetention                                                                B     ...
Predictors of FA 2010 Fall-to-Fall FreshmanRetention: Student Characteristics, PreparednessWhen all other factors are equa...
Predictors of FA 2010 Fall-to-Fall FreshmanRetention: Academic Planning, ConnectednessWhen all other factors are equal:   ...
Predictors of FA 2010 Fall-to-Fall FreshmanRetention: Financial situation, ConcernWhen all other factors are equal:   – St...
Level of Financial ConcernNo Concern = 18.65% (n=186)No Concern, I am confident that I will have sufficientfunds.Some Conc...
Profile: Students With Major Financial Concern• Only 20% are not working, 25% are working 20 or  more hours/week• 64% are ...
Retention by Level of Financial Concern                            100%                            80%                    ...
Financial Stress by Level of Concern100%80%                                                            None (I am confiden...
What is the Level of Student confidence (Very or Completely Confident)in Paying For Expenses, by Level of Financial Concer...
Price Increase and Student ParticipationStudent Price Response in Higher Education: An Update to Leslie andBrinkman, Autho...
Financial Aid“The earlier findings that student retention is enhanced by scholarships and workstudy programs and negativel...
Categories of Student Input: “Is there somethingPSU can do to help you continue your studies?”                            ...
Student Responses: Is there something PSU orUniversity Studies can do to help you continue yourstudies?                   ...
Actions• Monthly bill pay options.   – 51% of students with major concern would find this useful• Question and answer sess...
Thank You               Rowanna Carpenter       Assessment Guru, University Studies              carpenterr@pdx.edu       ...
Upcoming SlideShare
Loading in …5
×

Freshman Retention: Impact of Financial Concerns

2,289 views
2,265 views

Published on

Dear Colleagues,

We would like to invite you to a presentation and discussion of findings related to our continued research into retention and student success.

Over the past four years, University Studies has conducted research aimed at understanding retention and academic success of freshmen enrolled in Freshman Inquiry (FRINQ). We will present current findings related to fall-to-fall retention with a focus on the connection between financial concern and retention. Also included are narratives of student experiences that contextualize our findings.

We hope you will be able to attend our presentation, share your feedback, and join us in talking about how to provide support to Freshman at PSU.

We will be offering this presentation twice:

· 12/7/2011, Wednesday, 10:00 a.m., SMSU 296
· 12/9/2011, Friday, 1:00 p.m., CH 101


Rowanna Carpenter and Sukhwant Jhaj

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
2,289
On SlideShare
0
From Embeds
0
Number of Embeds
1,514
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Do you have any concern about your ability to finance your college education?FA 10WI 11SP 11Fall 11None (I am confident that I will have sufficient funds) n=186100%95.7%94.1%75.8%Some (but I will probably have enough funds) n=578100%94.8%90.3%74.2%Major (I am not sure I will have enough funds to complete my degree) n=233100%83.7%78.5%59.7%
  • Freshman Retention: Impact of Financial Concerns

    1. 1. Freshman Retention: Impact of Financial ConcernsSukhwant Jhaj, Rowanna CarpenterUniversity StudiesPortland State UniversityDecember, 2011
    2. 2. Student Success Framework Academic Preparedness and Planning Student Success Well Being: financial, physic Connectedness al
    3. 3. Student Success: From Data to Action• Early identification of students at risk• On going communication• Quick intervention
    4. 4. Assessment Structure: Data SourcesPrior Learning End of Year E-PortfolioSurvey Survey AssessmentNew financial questions in2010.Input from: Dee Wendler, EricBlumenthal, Jackie Balzer, PhilipRogers, James Ofsink, BeckiIngersoll.University Student Data Warehouse - Student Retention (Validated using OIRP 4th week data) - Academic Performance, Fin. Aid
    5. 5. Assessment Data: First-Time Freshmenin FRINQ, Fall 20101152 Freshmen – Enrolled in a FRINQ course Fall term – Includes both full-time and part-time students – NOT included: Honors, Liberal Studies, Pre-nursing.1003 completed the Prior Learning Survey – 87.2% response rate902 completed the End-of-year Survey – 82.1% response rate
    6. 6. 10% 20% 40% 50% 60% 70% 0% below 3.0 30% 27.3% 3.0-3.5 42.2% 3.5+ 30.5% No BA 40.4% BA or higher 45.0% Finances 37.9% Academics 52.3% None 17.6% Some 47.8% Major 23.2% First-year Experience Parents or relatives 38.5% 38.0% Apartment, etc FRINQ Student Profile - Fall 2010 18.8%Other University Housing 3.8%
    7. 7. Methodological ApproachData Analysis • Last year: Fall 2007, 2008, 2009 cohorts analyzed together. • This year: Fall 2010 analyzed including new financial questions. Focus on Freshmen. • Comments in end-of-year survey.Statistical Tests • Logistic Regression • Model includes academic, financial, housing and demographic factors • Chi-square • Level of Financial Concern • Retention • Academic Standing • Demographic Profile
    8. 8. Logistic Regression Predicting Fall-to-FallRetentionModel 2(23)= 184.04, p<.00R2 = .26 (Nagelkerke)
    9. 9. Predictors of FA 2010 Fall-to-Fall FreshmanRetention B S.E. Sig. Exp(B)Age, gender, ethnicity, first gen Not SignificantLanguage other than English in home (Englishin home) .86 .235 .000 2.363Oregon resident (non-resident) .422 .205 .040 1.525High School GPA*, FT/PTenrl.* HS GPA’s effect on retention is fully mediated by fall term Not significantGPA. HS GPA is a primary influence on fall term GPA, whichinfluences retention.Fall term GPA .626 .127 .000 1.87Fall term credits earned .106 .036 .003 1.112Intent Deg PSU (other intent) .672 .194 .001 1.959Reason PSU – Live at Home .169 .072 .019 1.185Reason PSU – Financial Aid .189 .079 .017 1.208Financial Confidence Not SignificantFinancial Concern -.527 .136 .000 .590Work – 20 + hrs/week (not working) -.445 .252 .078 .641Work – 1-19 hrs/week (not working) -.377 .197 .056 .686Constant -4.660 .910 .000 .009
    10. 10. Predictors of FA 2010 Fall-to-Fall FreshmanRetention: Student Characteristics, PreparednessWhen all other factors are equal: – There are no differences in retention among students based on age, gender, ethnicity, first-generation status, HS GPA, enrollment status (part-time v. full-time), or financial confidence. HS GPA’s effect on retention is fully mediated by fall term GPA. HS GPA is a strong predictor of fall term GPA, which influences retention. – Students who speak a language other than English in their homes are 2.36 times more likely to be retained than students who speak English at home. – Oregon residents are 1.52 times, or 52% more likely to be retained than non-residents. – A student with a 3.0 fall term GPA is 1.87 times, or 87% more likely to be retained as a student with a 2.0 GPA. A student with a 4.0 GPA is 3.5 times as likely to be retained as a student with a 2.0 GPA – A student who earns 13 credits is 1.11 times as likely to be retained as a student who earned 12 credits. A students who earned 16 credits is 1.51 times as likely to be retained as the student who earned 12.
    11. 11. Predictors of FA 2010 Fall-to-Fall FreshmanRetention: Academic Planning, ConnectednessWhen all other factors are equal: – Students who reported that they planned to earn a degree from PSU were 1.95 times more likely to be retained as students with other plans. – Students who strongly agreed that they chose PSU because they would be able to live at home are 1.66 times as likely to be retained as students who disagreed with that statement.
    12. 12. Predictors of FA 2010 Fall-to-Fall FreshmanRetention: Financial situation, ConcernWhen all other factors are equal: – Students who strongly agreed that they attended PSU because of their financial aid package were 1.76 times as likely to be retained as students who disagreed with that statement. – Students with no financial concerns are 1.69 as likely (69% more likely) to be retained than students who expressed finances as a top concern or reported their level of concern as major. They are 2.87 times more likely to be retained than students who report finances as a top concern AND express a major concern with their financial situation. – Students who do not work are 1.56 times as likely to be retained as students who work 20 or more hours per week and are 1.45 times as likely to be retained as students who work between 1 and 19 hours per week.
    13. 13. Level of Financial ConcernNo Concern = 18.65% (n=186)No Concern, I am confident that I will have sufficientfunds.Some Concern =57.97% (n=578)Some Concern, I will probably have sufficient funds.Major Concern = 23.37% (n=233)Major Concern, I am not sure I will have sufficient fundsto complete the degree.
    14. 14. Profile: Students With Major Financial Concern• Only 20% are not working, 25% are working 20 or more hours/week• 64% are women, compared to 40% for those with no concern.• Hispanic/Latino students are overrepresented.• 63% are first generation college students.• 34% speak a language other than English at home.• 76.8% are Oregon residents, compared with 68.3% for those with no concern.
    15. 15. Retention by Level of Financial Concern 100% 80% None (I am confident that I Persistence / Retention 60% will have sufficient funds) n=186 Some (but I will probably have enough funds) n=578 40% Major (I am not sure I will have enough funds to 20% complete my degree) n=233 0% FA 10 WI 11 SP 11 Fall 11 Academic Quarter
    16. 16. Financial Stress by Level of Concern100%80% None (I am confident that I60% will have sufficient funds) Some (but I will probably have40% enough funds) Major (I am not sure I will20% have enough funds to complete my degree 0% I feel prepared financially My personal financial to meet an emergency (car situation makes me feel repairs, medical bills, etc.) stressed
    17. 17. What is the Level of Student confidence (Very or Completely Confident)in Paying For Expenses, by Level of Financial Concern?100% 96.8% 96.8% 96.4% 94.6% 92.2% 88.4%80% None (I am confident that I will have sufficient funds)60% 42.7% Some (but I will probably have40% 36.1% enough funds) 29.7% 25.0% 26% 22.0% Major (I am not sure I will have20% enough funds to complete my degree 0% Tuition Room Books Transportatio Medical Food n
    18. 18. Price Increase and Student ParticipationStudent Price Response in Higher Education: An Update to Leslie andBrinkman, Author(s): Donald E. Heller Source: The Journal of Higher Education, Vol.68, No. 6 (Nov. - Dec., 1997), pp. 624-659 – Tuition Sensitivity: Increase in Tuition results in decline in enrollment....Every $100 increase in tuition results in a drop in enrollment of .5 to 1 percentage point. – Aid Sensitivity: Decrease in financial aid also results in a decline in enrollment. – Difference among income groups: Lower income students are more sensitive. – Differences among races: Black students are more sensitive. For Hispanic students, the evidence is more mixed. – Difference among sectors: Students in community colleges are more sensitive to tuition and aid changes.Kane, Thomas (1999). The Price of Admission: Rethinking How Americans Pay forCollege. Washington, D.C.: The Brookings Institution Press. – Public 4-Year - Enrollment fell 10% for every $1,000 annual increase in price
    19. 19. Financial Aid“The earlier findings that student retention is enhanced by scholarships and workstudy programs and negatively enhanced by student loans (Astin 1975) are no longersupported by current data. State assistance and practically every form of federalstudent aid have no discernible effect on student development.”“About the only form of financial aid that seems to have a measurable direct impacton student development is a grant from the college.”-Alexander W. Astin, What Matters in College, Four Critical Years Revisited.
    20. 20. Categories of Student Input: “Is there somethingPSU can do to help you continue your studies?” Advising & Financial Academic (56%) Support (15%) Academic Community (17%) Improving (12%) Retention: Student Input
    21. 21. Student Responses: Is there something PSU orUniversity Studies can do to help you continue yourstudies? Cost of Attendance (35%) • Too High Scholarship/Aid/Grants • Do not increase tuition (56.2%) • In-State tuition for students from adjacent communities • Need more University sponsored grants Other • Grant support for students (8.8%) not meeting criteria for need based aid • Financial Aid processing • “Help” planning for the how • Housing Cost to pay tuition • Food Plan • Academic Financial planning Financial 56% of responses
    22. 22. Actions• Monthly bill pay options. – 51% of students with major concern would find this useful• Question and answer session about financial aid options and resources. – 62% of students with major concern would find this useful• Portfolio-of-Initiatives: Data to action projects: Last Mile, Fall Registration Project, Freshman Retention Project. Financial Literacy, Financial Issues Working Group.• Opportunity and Competitiveness: Portland State Universitys Strategic Plan, 2011-2014:Enollment Management, tuition policy, scholarship, access, data availability, financial Literacy, interventions
    23. 23. Thank You Rowanna Carpenter Assessment Guru, University Studies carpenterr@pdx.edu Sukhwant Jhaj Director, University StudiesSpecial Assistant to the Provost for Student Success Blog: https://jhaj.wordpress.com/

    ×