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Enhancing Student Retention and Graduation Rates at EIU: Strategies and Insights

This document outlines key strategies for improving student retention and graduation rates at Eastern Illinois University (EIU). Co-chaired by Karla Sanders and Kimberlie Moock, the Committee on Retention Efforts (CORE) presents a data-driven approach, highlighting the unique demographics of the student body, including financial aid reliance and first-generation status. The report identifies critical at-risk factors such as academic preparation, major uncertainty, and financial insecurity. Recommendations include fostering strong faculty connections, implementing academic support plans, and enhancing mentoring structures to better support high-risk students.

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Enhancing Student Retention and Graduation Rates at EIU: Strategies and Insights

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  1. Retention at EIU: What Should You Do? Karla Sanders & Kimberlie Moock Co-chairs, Committee on Retention Efforts (CORE)

  2. National Graduation & Retention Rates—ACT Data File, 2012

  3. National Benchmarks & EIU *Source: ACT Institutional Data File, 2012 ** Defined as mean entering cohort ACT of 18-24 +For Fall 2005 entering class

  4. IL Publics by Selectivity

  5. Key Performance Indicators Retention Time to Degree Graduation

  6. Shifting Demographics • 78% of our students rely on financial aid 6% • 48.65% of our students are first-generation 7.65% • 45.8% of the entering class are transfer students 6.8% • 21.7% of our students are an ethnic minority 8% • 20% of the entering freshman class were admitted through a special admission program 11%

  7. Presidential Goals 85% Retention 79% 69.3% 70% 59% Graduation 43.9%

  8. The Get

  9. Key At-Risk Factors • Academic preparation—especially reading • Academic success at EIU • Undeclared or uncertain about major • Financial insecurity • Minority students—especially males • Transfers in first semester • Special admission populations • Date of enrollment & delay in registration each subsequent semester • Lack of connection within and outside of courses

  10. Faculty & Advisor Roles • Intentional referrals with follow-up; EAS • Develop a plan to intervene with non-registered students • Intentional use of intro courses for major and career choices • Academic support plan for high D/F courses • Mentoring structures for high-risk students • Individual connections—aiding in changing major, determining major/career fit • Early feedback in courses with graded assignments • Submit midterm grades

  11. Your Ideas

  12. Sources • Graduation Rates: National Center for Education Statistics, http://nces.ed.gov/ • National Retention and Graduation Benchmarks & Selectivity: ACT Institutional Data File, http://www.act.org/research/policymakers/pdf/retain_2010.pdf • EIU Retention and Graduation Rates: Planning and Institutional Studies, http://castle.eiu.edu/~planning/

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