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Access to Success

Access to Success. Early Warning System Convener: Lori Fitzenberger, L&S Implementer: Beth Warner, Enrollment Services. Access to Success Campus Goals. Increase first-year retention rates Eliminate the retention gap between students of color and white students.

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Access to Success

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  1. Access to Success Early Warning System Convener: Lori Fitzenberger, L&S Implementer: Beth Warner, Enrollment Services

  2. Access to Success Campus Goals • Increase first-year retention rates • Eliminate the retention gap between students of color and white students. • Eliminate the retention gap between students placing at developmental versus college level math and English

  3. How Early WarningContributes to A2S Goals • The Early Warning System provides faculty, advisors and students with a tool to gage and report class performance early in the term in order to suggest appropriate courses of action and connect students with available resources so that they may successfully complete their courses.

  4. Performance and Retention Impact of Early Warning • The percentage of students who have received at least one Early Warning report has been consistently high: • 2007: 94% (4263/4535) • 2006: 92% (3716/4043) • 2005: 96% (4031/4300)

  5. Performance and Retention Impact of Early Warning - 2 • Students who receive at least one Early Warning report are significantly more likely to be retained to the second fall than those who do not receive an Early Warning Report:

  6. Continuous Improvement: Aspirational Models • Given that students who receive an EW report are more likely to be retained, allow for ongoing performance evaluation and reporting throughout term

  7. Performance and Retention Impact of Early Warning - 3 • The Early Warning System does predict successful performance (2.00 or above) at the end of the term:

  8. Continuous Improvement: Aspirational Models • Given that the Early Warning Satisfactory and Unsatisfactory reports are predictive of successful performance, aggressively target those students with an Unsatisfactory rating by creating email messages with more targeted action steps for improving performance associated with the instructor’s reasons for Unsatisfactory performance

  9. Performance and Retention Impact of Early Warning - 4 • Contact with advisor following an Unsatisfactory report has not translated into higher retention rates:

  10. Continuous Improvement: Aspirational Models • Given that the data suggest that contact with an advisor does not significantly increase retention rate, explore options for altering advisor role within EWS

  11. Continuous Improvement: Aspirational Models • Increase faculty participation in EWS and interaction with students • Explore option of flagging students in non-academic distress • Publicize the EWS to incoming students and parents to set the context for the EW alert emails they receive in 4th & 5th weeks of term

  12. Focus Question: Perceptions and Value • What is the faculty/instructional staff perception of the intervention?  Value? • What is the student success staff perception of the intervention?  Value? • What is the student perception of the intervention?  Value?

  13. Focus Question: Increasing Participation Strategies • How do students find out about the service? • How/when are students referred to the service by faculty/instructional staff/student success staff?

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