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Student Retention: Updated Findings 2011
 

Student Retention: Updated Findings 2011

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This presentation includes student retention updated findings. Fall 2007, 2008, 2009 cohorts were analyzed together. 2010 financial concern data on Freshmen Inquiry and Sophomore Inquiry is also ...

This presentation includes student retention updated findings. Fall 2007, 2008, 2009 cohorts were analyzed together. 2010 financial concern data on Freshmen Inquiry and Sophomore Inquiry is also included. The presentation looks in detail at three groups of Interest:

-Freshmen with entering HS GPAs below 3.0.
-Freshmen who indicate finances as a top concern.
-Freshmen living with parents compared with those living on campus or on their own.

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  • N = 1142
  • These groups of students have shown lower retention for both yearsThey seem to be distinct groups

Student Retention: Updated Findings 2011 Student Retention: Updated Findings 2011 Presentation Transcript

  • Freshman Inquiry Retention Updated Findings Updated Findings
    Sukhwant Jhaj, Rowanna Carpenter
    University Studies
    Portland State University
    January 13, 2011
  • Evolving Assessment Structure
    Prior Learning Survey
    --Student background characteristics
    --Student rating of academic skills
    --Student current life situation
    End of Year Survey
    --Course evaluation
    --Academic Plans
    --Satisfaction
    E-Portfolio Assessment
    --Student learning re: UNST goals
  • Evolving Assessment Structure
    Prior Learning Survey
    End of Year Survey
    E-Portfolio Assessment
    University Student Data Warehouse
    - Student Retention
    - Academic Performance, Fin. Aid
  • Focus on First-Time Freshmen in FRINQ
    • 2708 Freshmen
    • 1274 Fall 2007, 1434 Fall 2008, 1440 Fall 2009
    • Enrolled in a FRINQ course Fall term
    • Includes both full-time and part-time students
    • NOT
    • Honors, Liberal Studies, Pre-nursing or others not required to take UNST
    • 3458 completed the Prior Learning Survey
    • 83.4% response rate
  • Student Success
  • Presentation Focus
    Data Analysis
    • Fall 2007, 2008, 2009 cohorts analyzed together
    • Data from SINQ
    Groups of Interest
    • Freshmen with entering HS GPAs below 3.0
    • Freshmen who indicate finances as a top concern
    • Freshmen living with parents compared with those living on campus or on their own
  • Low Entering High School GPA
    • Students who enter PSU with a high school GPA below 3.0 make up about 29% of FRINQ students each year.
    • Students who have high school GPA below 3.0 tended to have lower retention and academic success than groups with high school GPAs above 3.0.
    • Term GPA almost 1 point lower than those with HS GPAs above 3.5
    • Earn approximately 2-3 fewer credits per term
    • More likely to be on academic warning
  • FRINQ First-Time Freshmen* Retention at PSU Fall 2007, Fall 2008, Fall 2009
  • Financial Resources
    • There appeared to be no difference in retention based on income status (Pell Grant and other need-based aid eligible v. Not eligible)
    • Students who report finances as a top concern tended to have a lower retention rate than those who reported academics as a top concern.
  • FRINQ First-Time Freshmen* Retention at PSU Fall 2007-Fall 2008
  • OUS: Average Unmet Need by Campus
  • Exploring Financial Concern
    New survey questions – Fall 2010
    (Input from: Dee Wendler, Eric Blumenthal, Jackie Balzer, Philip Rogers, James Ofsink, Becki Ingersoll)
    • Financial Resources
    • Understanding of financial aid process
    • Confidence about paying for school
    • Level of concern
  • Fall 2010 Data
    Freshmen enrolled in FRINQ
    • 1202 respondents (86% response rate)
    Students enrolled in SINQ
    • 1110 respondents (52% response rate)
  • Top Concern by UNST Level
  • FRINQ Financial Resources
    • Students with financial concern pay for school with more types of resources (own money, grants, loans)
    • Students with other concerns have more access to family resources
  • SINQ Financial Resources
    • Students with financial concern are more likely to rely on loans
    • Both groups rely equally on their own resources
    • Students with other concerns rely more on family resources
  • FRINQ Students’ Level of ConcernDo you have any concern about your ability to finance your college education?
  • SINQ Students’ Level of ConcernDo you have any concern about your ability to finance your college education?
  • FRINQ Students’ Ability to PayFRINQ% Very or Completely Confident about Paying by Top Concern
  • SINQ Students’ Ability to PaySINQ% Very or Completely Confident by Top Concern
  • FRINQ Students’ Understanding of Fin. AidFRINQ% Agree or Strongly Agree by Top Concern
  • SINQ Students’ Level of Understanding of Fin AidSINQ % Agree or Strongly Agree by Top Concern
  • Students’ Housing Situation
    • Just over 40% of students who were enrolled in FRINQ courses reported living on campus; 37% reported living with their parents.
    • Students who reported living with their parents had a higher retention rate than students who reported living on campus or living in private residences such as apartments or shared housing.
  • FRINQ First-Time Freshmen* Retention at PSU Fall 2007-Fall 2008-Fall 2009
  • Student Success Initiative: HSGPA <3.0
  • Enhanced Support
  • Student Success Initiative: Financial
    • Develop institutional competency
    • Working group formed (Initiated by Eric Blumenthal, Director of Business Affairs)
    • Prior learning survey has additional questions to better understand issues of financial concern
    • Data collection expanded to SINQ
    • Pilot Projects
    • Web based financial literacy tool (Jonathan Luster and Melissa Trifiletti)
    • Workshops for students with finances as top concern (Eric Blumenthal)
    • Review of bursar hold policies and practices (working group)
    • Pilot project (Amanda Nguyen, Bursar, James Ofsink, Assistant Director Financial Aid, John Eckman, Director of Auxiliary Services):
    Mid-term financial progress report cards to 75 students
    Quiz to gauge their financial aptitude
    offer of individual assistance
  • Student Success Initiative: Housing
    • First Year Experience – 2005
    • Learning Community Assistant – 2006
    • Three FYE only Freshman Inquiry courses – 2007
    • University Success -2008
    For 2010:
    • Follow-up with students with GPA below 2.0.
    • Implementation of a new programming model within Housing & Resident Life.
    • Academic Coaching
    • Creation of Student Success Committee in Housing & Residence Life
    • Mid-term academic check-ins
    RAs check-in with all residents during weeks five through seven.
  • Thank You
    Rowanna Carpenter
    Assessment Coordinator, University Studies
    Portland State University
    carpenterr@pdx.edu
    Sukhwant Jhaj
    Special Assistant to the Provost for Student Success
    Blog: https://jhaj.wordpress.com/