frinq retention 09-10
TRANSCRIPT
Freshman Inquiry Retention Preliminary Findings
Sukhwant Jhaj, Rowanna CarpenterUniversity StudiesPortland State UniversityNovember 30, 2009
Evolving Assessment Structure
Prior Learning Survey --Student background characteristics--Student rating of academic skills--Student current life situation
End of Year Survey--Course evaluation--Academic Plans--Satisfaction
E-Portfolio Assessment--Student learning re: UNST goals
Evolving Assessment Structure
Prior Learning Survey
End of Year Survey
E-Portfolio Assessment
University Student Data Warehouse - Student Retention - Academic Performance, Fin. Aid
Evolving Structure
• Enhanced collaboration with OIRP through unique Assessment Coordinator position.
• Connections among data sources, institutional and departmental projects.
• Close collaboration with Student Affairs.
Focus on First-Time Freshmen in FRINQ• 2708 Freshmen
– 1274 Fall 2007, 1434 Fall 2008– Enrolled in a FRINQ course Fall term– Includes both full-time and part-time students– NOT
• Honors, Liberal Studies, Pre-nursing or others not required to take UNST
• 2256 completed the Prior Learning Survey– 83.3% response rate
Student Success
Academic Preparedness
and Plan
Connectedness
Student Success
Well Being
be
low
3.0
3.0
-3.5
3.5
+
No
BA
BA
or
hig
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r
Fin
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Aca
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Lo
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Ca
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Pa
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Ap
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High School GPA Parents' Education
Top Concern Income sta-tus
Housing
Academic Well Being Connection
0%
20%
40%
60%
28.3%
42.7%
28.9%
46.7%
53.3%
31.7%
52.9% 51.0% 49.0%
43.1%
35.0%
21.2%
FRINQ Student Profile - Fall 2007
be
low
3.0
3.0
-3.5
3.5
+
No
BA
BA
or
hig
he
r
Fin
an
ces
Aca
de
mic
s
Lo
w-i
nco
me
Oth
er
On
Ca
mp
us
Pa
ren
ts
Ap
art
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nt
High School GPA Parents' Education
Top Concern Income sta-tus
Housing
Academic Well Being Connection
0%
20%
40%
60%
30.6%
40.8%
28.6%
48.5%51.5%
32.9%
51.0%54.9%
45.2%41.1%
37.1%
19.9%
FRINQ Student Profile – Fall 2008
Presentation FocusData Analysis• Fall 2007 and 2008 cohorts analyzed
together Groups of Interest• Freshmen with entering HS GPAs below 3.0• Freshmen who indicate finances as a top
concern
Students with Low HS GPA• Students who enter PSU with a high school
GPA below 3.0• make up about 29% of FRINQ students
each year.• tended to have lower retention and
academic success than groups with high school GPAs above 3.0.
• Term GPA almost 1 point lower than those with HS GPAs above 3.5
• Earn approximately 2-3 fewer credits per term
• More likely to be on academic warning
FRINQ First-Time Freshmen* Retention at PSU
Fall 2007-Fall 2008
*Students enrolled in FRINQ for Fall 2007 or 2008 with freshman status. Includes part-time students, whose retention is generally lower than full-time freshmen
Fall Retention 2007 N n %
<=2.99 343 193 56.3 3.00-3.49 517 341 66.1
3.50+ 350 252 72
2008
<=2.99 414 253 61.1 3.00-3.49 549 376 68.5 3.50+ 388 292 75.2
Students with Low HS GPA
• Demographic Profile• Men are more likely to fall into this group;
women are more likely to be in the group with the highest entering GPA
• African American and students who reported multiple ethnicities were overrepresented among freshmen with low entering HS GPAs
• First-generation college students were less likely to be in the low HS GPA group.
• Other academic factors• Fewer reported planning to get a degree from
PSU• Less likely to have earned an A or B for their
FRINQ course during fall term• No differences in number of credits enrolled for
fall term• No difference in intended academic major• No difference in attendance at Orientation
Students with Low HS GPA
• Financial• Less likely than other groups to be low-income• Less likely than other groups to receive any type
of financial aid • When they did receive aid, on average these
students received lower amounts than students in the higher GPA categories
• For these students a greater percentage of aid came as loans
• No difference in working hours per week
Students with Low HS GPA
• Campus Connection• Less likely than other groups to report planning
to volunteer• Less likely than other groups to be living with
parents
Students with Low HS GPA
Students with Financial Concern
• There appeared to be no difference in retention based on income status (Pell Grant and other need-based aid eligible v. Not eligible)
• Students who report finances as a top concern tended to have a lower retention rate than those who reported academics as a top concern.
Fall Retention
N n %
2007Fin
Concern 335 200 59.7Other 939 628 67.0
2008Fin
Concern 385 249 65.2Other 1049 725 69.7
FRINQ First-Time Freshmen* Retention at PSU
Fall 2007-Fall 2008
*Students enrolled in FRINQ for Fall 2007 or 2008 with freshman status. Includes part-time students, whose retention is generally lower than full-time freshmen
Students with Financial Concern
• Demographic Profile• More likely than the other group to be
women• More likely than the other group to be
first-generation• No difference in ethnicity• No difference in age
Students with Financial Concern
• Academic Profile• No difference in educational plans• More likely to have entered with a HS
GPA over 3.0• No difference in part-time status
Students with Financial Concern
• Financial Profile• More likely than other students to be
low-income• More likely than other students to work
20 or more hours per week• More likely to receive grants, loans and
work-study awards• Receive more financial aid on average
than other students, but have a higher percentage of their aid from loans
Students with Financial Concern
• Connection to Campus• Less likely than other students to live on
campus
Assessment to Action
• Early identification of students at risk.• HS GPAs below 3.0, finances as a top
concern• Ongoing communication with all students.
• Biweekly emails. U.Connect Student Support web site http://uconnect.unst.pdx.edu. Events with Student Affairs.
• Quick intervention when needed.• Course Progress Notification
Thank YouRowanna Carpenter
Assessment CoordinatorUniversity Studies
Portland State [email protected]
Sukhwant JhajDirector
University StudiesPortland State University