TITLE III UPDATE

1. TITLE III UPDATE Summary of Data Analysis on Retention, Persistence, PerformanceMarch, 2003

2. BASELINE DATA(Cohort FA’01: Students Enrolled in 7 development Courses)

3. BASELINE DATA-continued(Cohort FA’01: Students Enrolled in 7 development Courses) • Within one semester WE LOSE 28.9% or 30% of all students enrolled in any developmental course. • Within one year WE LOSE 48.2% of all students enrolled in any developmental course.

4. Baseline Data FA ’01 CohortContrasted withPilot Section FA ’02 Baseline Persistence FA’01 71.1% ENG 091 Persistence 78.6% 10.5% ENG 096 Persistence 77.9% 9.6% MAT 099 Persistence 80.5% 13.2% ORT 110 Persistence 89.7% 26%

5. Grade Performance Comparisons FA ‘02 Experimental/Treatment Group • Pilots (ENG 091, ENG 096, MAT 099) 63.9% “C” or higher Control Group • Non-Pilots (ENG 091, ENG 096, MAT 099)58.2% “C” or higher

6. Grade Performance Comparisons With/Without ORT 110 FA ‘02 Developmental Pilots & ORT 110 (C- or higher) =75.4% of students in developmental pilots receivedgrades of “C” or higher in Pilots (ENG 091, ENG 096, MAT 099) Developmental Pilots without ORT 110 = 60.7% of students in Pilot sections received grades of “C” or higher in Pilots (ENG 091, ENG 096, MAT099)

7. Role/Importance of First-Year Experience Courses ORT 110 = First-Year Experience Course Most researched course in Higher Education within the last 20 years!

8. Excerpts from“Academic Advisement and Student Retention: Empirical Connections & Systemic Interventions” by Dr. Joseph B. Cuseo “First Year experience courses began 20+ years ago.” “More than 50% of students who withdraw do so in their first year!”

9. More Excerpts… “Student retention is an assessment outcome.” “Student retention is now a “Core Indicator” of student success” “Student retention efforts designed to manage enrollment are estimated to be 3-5 times more cost effective than recruitment efforts”

10. More Excerpts… “Retention research suggests that student commitment to educational and career goals is perhaps the strongest factor associated with student persistence to degree completion” (Wycoff 1999). (p.6)

11. More Excerpts… “Studies suggest that students’ final decisions about majors/careers do not occur before entering college; instead they occur in college.”

12. More Excerpts… “Prolonged indecision about an academic major and career goals is correlated with student attrition.” “Lack of certainty about a major/career decision” is number one reason students drop out of college. (Noel-Levitz, p.7)

13. Summary of Advising Implications • Students new to the College and enrolled in General Studies since FA’02 must complete aCAPS Plan prior to completing 20 credits. • Options for completing CAPS Plan include: • ORT 110 • PSY 115 • Alternate Path

14. Steps We’ve Taken to Support This Plan • Handout: • 22 Sections of ORT 110 scheduled for Summer 03/Fall 03 • 6 Sections of PSY 115 • @ 600 available seats*(We’ll add as we need to!!) • @ 800 students need to complete a CAPS Plan by December ‘03

15. ORT 110Addresses 3 major issues that place students at risk for failure or withdrawal: • Lack of clear career direction • Weak skills in reading, writing and/or math and how to learn • Lack of familiarity/connection with College “culture” and “expectations”

16. ORT 110 • Requirement for General Studies Students • Highly recommended for any student taking developmental courses Remember: QCC attrition rate for developmental students is _____%; or every ______ out of _____ students is likely to be gone after one year!

17. ORT 110 • ORT 110 sections are now uniform • Student can enroll in any section regardless of general career interest! • Let’s All get on board and support students’ success!