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Custom Analysis May 2010

First-Year Student Retention 2007: Significant Differences in Profiles and Engagement Experiences of Retained Versus Non-Retained Students . Custom Analysis May 2010. Academic Leadership Learning Collaborative. Catalog No. 47ALCRR510. Agenda.

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Custom Analysis May 2010

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  1. First-Year Student Retention 2007: Significant Differences in Profiles and Engagement Experiences of Retained Versus Non-Retained Students Custom Analysis May 2010 Academic Leadership Learning Collaborative Catalog No. 47ALCRR510

  2. Agenda This is the final analysis in a series of three reports using NSSE data and official enrollment information. Overview 2 Executive Summary and Recommendations 5 Research Findings 8

  3. Overview To Help Sustain and Enhance Student Success, It Is Important To Identify Traits and Engagement Experiences of Those Who Are Retained Versus Those Who Are Not During Their First Year The aim of this report is to present statistically significant differences identified between NSSE responses and other profile characteristics of retained versus non-retained students (p<.05); However, due to the small sample size (n=89), non-significant findings have been included as well, and are highlighted as such. What factors impact student success/retention their first year at JSC? What traits characterize students who succeed during their first year? How can JSC enhance first-year student retention and success?

  4. Overview Eduventures Approached This Research Investigation Using the Following Methodology • Phase I • Develop • Research Objective • Objective: Identify statistically significant differences between demographics and engagement experiences of retained and non-retained first-year students. • Phase II • Identify Research Questions • What factors impact student success/retention their first year at JSC? • What traits characterize students who succeed during their first year? • How can JSC enhance first-year student retention and success? • Phase III • Retrieve and • Analyze Data* • Retrieve, merge, and analyze 2007 NSSE data with Spring and Fall 2007 student information data/snapshots (N=89): Test (ANOVA, cross-tabulations) for statistically significant differences between retained and non-retained student experiences regarding: • Level of Academic Challenge • Active and Collaborative Learning • Student-Faculty Interaction • Enriching Educational Experiences • Supportive Campus Environment • Phase IV • Report Results and Recommendations* • While no significant differences in demographics or academics exist between retained and non-retained first-year students, analysis of such characteristics may be useful in better targeting first-year students at risk for retention. • On average, non-retained students score significantly lower with regard to NSSE’s Academic Challenge, as well as in categories within Enriching Educational Experiences. *Note: Only responses in which statistically significant differences emerged between retained (n=73) and non-retained (n=18) first-year students are reported, unless noted otherwise; While differences emerged as being statistically significant, it is important to take into account the small sample size of non-retained students when interpreting results.

  5. Agenda Overview 2 Executive Summary and Recommendations 5 Research Findings 8

  6. Executive Summary and Recommendations There Are Select Demographic and Academic Differences Between Retained and Non-Retained First-Year Students

  7. Executive Summary and Recommendations On Average, Non-Retained Students Score Significantly Lower With Regard to NSSE’s Academic Challenge Benchmarks

  8. Agenda Overview 2 Executive Summary and Recommendations 5 Research Findings 8

  9. Research Findings Profiling Freshmen At Risk of Retention(Differences Between Retained and Non-Retained Student Demographics and Academics)

  10. Research Findings On Average, Non-Retained Took Slightly Fewer Credits And Earned a Slightly Higher GPA Than Their Retained Counterparts; However, These Differences Were Not Statistically Significant While non-retained students appear to have a slightly higher H.S. GPA, it is important to take into account the small sample size of non-retained students (n=5).

  11. Research Findings By Spring of Their Freshman Year, Non-Retained Students Were Less Likely Than Retained Students to Think Their JSC Experience Contributed to Various Aspects of Knowledge and Skill Acquisition and Personal Learning Development; However, These Differences Did Not Emerge as Significant Very Little (1) SCALE Very Much (4) Note: Circled item identifies a statistically significant difference (p<.05); other items are included in this table to provide opportunities for comparison

  12. Research Findings On Average, Non-Retained Students Perceived Their Educational Experience Less Positively Than Retained Students; They Also Provided a Less Positive Evaluation of Advising Received; However, These Differences Were Not Statistically Significant Excellent (4) SCALE Poor (1) While data from 2008 revealed significant differences in students’ evaluation of their educational experience and advising services, in 2009, non-retained students gave a roughly equal evaluation to 2007.

  13. Research Findings While Many Non-Retained First-Year Students Exhibit Dissatisfaction With Their Overall Experience, These Differences are Not Significant; There Are Some Students Who May be Leaving for Other Reasons More than half of non-retained, first-year students indicated in their last semester (Spring 2007) that they would go to JSC if they could start over again and just over three-quarters provided a positive evaluation of their entire educational experience so far – While this suggests there may be factors beyond JSC’s control that are impacting first-year retention (e.g., personal, financial, family-related), JSC may want to further investigate whether there are opportunities to better provide/promote social, financial, and personal support services to enhance retention.

  14. Research Findings Benchmarking Engagement Experiences of Freshmen Who Are Retained Versus Those Who Are Not(Differences Between Retained and Non-Retained Student Engagement Experiences, by NSSE Benchmark)

  15. Research Findings: NSSE Benchmarks On Average, Non-Retained Students Score Significantly Lower Than Retained Students With Regard to NSSE’s Academic Challenge Benchmarks 100-POINT SCALE Non-retained students, on average, were more likely to report being less academically challenged. *NSSE Methodology Regarding Benchmark Scores: According to NSSE (2008), “Student-level benchmark scores are the student's average responses to items within the group, after all items have been placed on a 100-point scale. Student-level benchmark scores are created for randomly sampled first-year and senior students that answered three-fifths or more of the items within the group…The benchmark score for an institution is the weighted mean of these student-level scores. For more detailed information about how benchmarks are calculated, visit the NSSE Web site at www.nsse.iub.edu/html/2008_inst_report.htm.” **Note: Academic Challenge (adjusted) benchmark is the same as Level of Academic Challenge, but adjusted for part-time enrollment status. **Note: Circled item identifies a statistically significant difference (p<.05); other items are included in this table to provide opportunities for comparison.

  16. Research Findings: Level of Academic Challenge Non-Retained Students Perceive That They Are Slightly Less Challenged Than Retained Students, Although the Differences Were Not Statistically Significant Compared to non-retained students, retained students report they are more frequently challenged to work harder than they thought they could to meet an instructor’s standards or expectations. However, these differences are slight, and did not emerge as being significant. On a scale of 1 to 4 (1=Never; 4=Very Often), the mean response to the item “Worked harder than you thought you could to meet an instructor’s standards or expectations” for non-retained students is 2.40, versus a mean of 2.64.

  17. Research Findings: Enriching Educational Experiences Compared to Their Counterparts, Non-Retained Students are Significantly More Likely To Not Plan on Participating In An Internship or Related Experience, As Well as Community Service or Volunteer Work

  18. Research Findings: Enriching Educational Experiences In Addition, Non-Retained Students Are Significantly More Likely to Plan on Not Participating in a Study Abroad Program These findings show that non-retained students were significantly less likely to plan on participating in non-classroom experiences. JSC may want to consider better promoting such activities, or finding other means to get students involved outside of the classroom.

  19. Research Findings: Supportive Campus Environment On Average, Non-Retained Students Provide Lower Ratings For the Quality of Their Relationships With Other People at the Institution; However, the Difference Between Their Means Are Not Statistically Significant Positive (7) 7-POINT SCALE Friendly, Supportive, Sense of Belonging (7) Helpful, Considerate, Flexible (7) Available, Helpful, Sympathetic (7) Negative (1) Note: Circled item identifies a statistically significant difference (p<.05); other items are included in this table to provide opportunities for comparison

  20. Research Findings: Supportive Campus Environment While The Differences Among Non-Retained and Retained Students Are Not Significant For the Level of Support They Received, Less Than Half of Each Group Believed They Received Quite a Bit/Very Much Social and Non-Academic Support Less than 50% of both non-retained and retained students reported receiving social and non-academic support from JSC “quite a bit” or “very much.” This suggests an opportunity to provide more social and non-academic support services, or to better promote such services.

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