TITLE III UPDATE

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TITLE III UPDATE

• Summary of Data Analysis on Retention,
  Persistence, PerformanceMarch, 2003

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BASELINE DATA(Cohort FA01 Students Enrolled
in 7 development Courses)
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BASELINE DATA-continued(Cohort FA01 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.

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Baseline Data FA 01 CohortContrasted withPilot
Section FA 02

• Baseline Persistence FA01 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?
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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

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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)

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Role/Importance of First-Year Experience Courses

• ORT 110 First-Year Experience Course
• Most researched course in Higher Education
  within the last 20 years!

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Excerpts fromAcademic 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!

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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

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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)

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More Excerpts

• Studies suggest that students final decisions
  about majors/careers do not occur before entering
  college instead they occur in college.

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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)

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Summary of Advising Implications

• Students new to the College and enrolled in
  General Studies since FA02 must complete aCAPS
  Plan prior to completing 20 credits.
• Options for completing CAPS Plan include
• ORT 110
• PSY 115
• Alternate Path

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Steps Weve Taken to Support This Plan

• Handout
• 22 Sections of ORT 110 scheduled for Summer
  03/Fall 03
• 6 Sections of PSY 115
• _at_ 600 available seats(Well add as we need to!!)
• _at_ 800 students need to complete a CAPS Plan by
  December 03

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ORT 110 Addresses 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

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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!
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ORT 110

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