Graduation Rates and
G d ti R t d
Student Success
Presented to
The CCSU Faculty Senate
by
Braden J. Hosch, Ph.D.
,
Director of Institutional Research & Assessment
January 28, 2008
y ,
Graduation and Retention Rates
• Tracked and reported primarily on Full‐
Time, First‐Time students (freshmen
Ti Fi t Ti t d t (f h
entering from HS)
• As of Fall 2007, about two‐thirds of all
CCSU undergraduates entered the
CCSU undergraduates entered the
University as Full‐Time, First‐Time
students.
Mean SAT Scores Over Time
Mean SAT Scores by Year
1040 1031 1032
1029 1027
1030
1020
1011
1010 1007 1007 1006 1020
1004 1004 1016 1015
1000 1012
1006
990 984
981
980 975
970 962
957
960
950
940
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
CCSU Entering Full-Time First-Time Student Mean
CT Public Schools Graduating Senior Mean
National Mean
Full‐Time, First‐Time Students by
Gender (Fall 2007)
Gender (Fall 2007)
46%
54%
Male Female
Peer data are from the IPEDS Peer Analysis System
CCSU’s overall enrollment by gender
compared to peer institutions
Fall Enrollment (Total) ‐ Percent Female Institution Name 2006
65%
63% CUNY Brooklyn College 63%
61%
Montclair State U (NJ)
Montclair State U (NJ) 63%
59%
57% Bridgewater State (MA) 62%
55%
U of Southern Maine 61%
53%
51% ld S (G )
Valdosta State U (GA) 61%
49%
William Paterson U (NJ) 61%
47%
45% East Stroudsburg U (PA) 60%
U of Central Missouri 57%
So. Illinois U‐Edwardsville 56%
Nat'l Peer Group 75th %ile Nat'l Peer Group 50th %ile
Nat l Peer Group 25th %ile
Nat'l Peer Group 25th %ile Central Connecticut State University
Central Connecticut State University CCSU 53%
UMass‐Dartmouth 51%
Peer data are from the IPEDS Peer Analysis System
First‐time, Full‐Time Students by Race or
Ethnicity
0% 2% African American or Black, Non‐
Hispanic
8% 5% American Indian or Alaska
1%
Native
5% Asian or Pacific Islander
Hispanic
Non‐Resident Alien
79%
Unknown
White, Non‐Hispanic
CCSU’s overall minority enrollment
compared to peer institutions
compared to peer institutions
Fall Enrollment (Total) ‐ Percent Minority Institution Name 2006
35%
CUNY Brooklyn 49%
30% William Paterson U (NJ) 33%
25% Montclair State U (NJ) 31%
Valdosta State U (GA) 26%
20%
CCSU 16%
15%
So. Illinois U-
10% 12%
Edwardsville
5% UMass-Dartmouth 11%
0% E. Stroudsburg U (PA) 10%
U of Central Missouri 10%
Nat'l Peer Group 75th %ile Nat'l Peer Group 50th %ile Bridgewater State (MA) 8%
Nat'l Peer Group 25th %ile Central Connecticut State University U of Southern Maine 5%
* Minority includes African American or Black, American Indian or Native Alaskan, Asian or Pacific Islander,
and Hispanic; Non‐Resident Alien and Not Reported categories are included in denominator.
Peer data are from the IPEDS Peer Analysis System
Proportion of full‐time first‐time students
reported CCSU was their college of first or
p g
second choice
70% 63% 66%
60%
50% CCSU
40%
30% 27% 26%
Public 4‐
20% Year
Year
10% Colleges
0%
Fi t Ch i
First Choice S d Ch i
Second Choice
Data source: Fall 2006 CIRP Freshman Survey
Proportion of full‐time first‐time students who
reported they estimate chances are “very good”
p y yg
they will be satisfied with their college.
50%
45%
40%
35%
30%
25%
20% 45%
15%
37%
10%
5%
0%
CCSU Oth M t '
Other Master's
Comprehensive Universities
Data source: Fall 2006 CIRP Freshman Survey
Graduation & Retention Rates by
Year of Entry
Year of Entry
90
80
70
60 Retained to 2nd Year
50 Retained to 3rd Year
40 Retained to 4th Year
30 Graduated in 4 Years
20 Graduated in 5 Years
10 Graduated in 6 Years
0
Graduation & Retention Rates by
Gender
90
80
70
Retained to 2nd Year
60 Men
50 Retained to 2nd Year
40 Women
30 Graduated in 6 Years
20 Men
10 G d di 6Y
Graduated in 6 Years
Women
0
Graduation & Retention Rates by
Race or Ethnicity
Race or Ethnicity
90
80
70
Retained to 2nd Year
60 Minority* Students
ent
50 Retained to 2nd Year
Retained to 2nd Year
Perce
40 All Other Students
30 Graduated in 6 Years
20 Minority* Students
10 Graduated in 6 Years
All Other Students
0
* Minority includes African American or Black, American Indian or Native Alaskan, Asian or Pacific
Islander, and Hispanic; Non‐Resident Alien, White, and Not Reported are included in All Others category.
Proportion of full‐time first‐time students at CCSU
who reported spending 10 hours per 7‐day week
p p g p y
or less on academic work outside of class
70%
60%
50%
40%
30% 58% 50%
20%
10%
0%
CCSU Oth M t '
Other Master's
Comprehensive Universities
Data source: Fall 2007 National Survey of Student Engagement
Proportion of full‐time first‐time students spend
less than 16 hours per 7‐day week working off‐
p y g
campus
80%
70%
60%
50%
40%
30% 66% 76%
20%
10%
0%
CCSU Oth M t '
Other Master's
Comprehensive Universities
Data source: Fall 2007 National Survey of Student Engagement
Proportion of full‐time first‐time students
report coming to class without completing
p g p g
readings or assignments very often or often
30%
25%
20%
15%
10%
26%
17%
5%
0%
CCSU Other Master's
Comprehensive Universities
Percent Responding “Very Often” or “Often”
Data source: Fall 2007 National Survey of Student Engagement
One‐Year Retention Rates by First
Semester Grade Point Average
Semester Grade Point Average
100%
90%
80%
70% 1999
60% 2000
50%
40% 2001
30% 2002
20%
10% 2003
0% 2004
2005
2006
First Semester GPA
Six‐Year Graduation Rates by First
Semester Grade Point Average
Semester Grade Point Average
80%
70%
60%
50%
40%
30% 1999
20% 2000
10%
2001
0%
First Semester GPA
Graduation Rate by First Semester GPA
(Full‐Time First‐Time Students Entering
1999, 2000, 2001)
70%
63% Distribution of
Distribution of
60% 1st Semester
ar Graduation Rate
50% 48% GPAs
40% Below 2.0
30% 2.0‐2.99 26%
32%
20% 3.0‐4.0
6‐yea
9%
10%
42%
0%
1st Semester GPA
1st Semester GPA Explains About 25% of Variation
in Graduation Rates Among Institutions
Institutions (N)=312, DF=2, R2=0.314, p<0.0001
Model: GradRate = 72% ‐ 1.14 x (Percent of Cohort w/ 1st Sem GPA Below 2.0)
Closing Thoughts
Findings should NOT be interpreted as a
• Findings should NOT be interpreted as a
suggestion to assign higher grades than
students have earned
• GPAs encompass more factors than
academic ability (e.g. social
integration, health, financial stability)
• How can we get students to learn more
effectively?
• How can we intervene in instances where
t d t f t hi h i k?
student performance suggests high risk?