Student Success Research
Retention
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African American Retention Report
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Description
On October 14, 2009 President Daniel J. Bradley presented the current strategic plan for Indiana State University (ISU). Goal One was a promise to increase enrollment and success of all students on ISU's campus. More specifically, the President wanted to narrow the difference between the retention and graduation rates of African American students by a minimum of 50 percent by 2014. Since then, ISU has made great gains with enrollment of African American students. During the 2009-2010 academic year, 359 African American students enrolled as first-year, full-time Bachelor degree seeking freshman. During the 2010-2011 academic year, this number grew by over 200 students with 586 freshman enrolling at Indiana State University (Institutional Research, 2011).
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Fall 2009 Freshmen Not Enrolled for Fall 2010
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Description
The National Student Clearinghouse (NSC) houses the nation's largest university enrollment database. Their Student Tracker tool provides collegiate enrollment and degree information to universities on prospective, current, and former students. We used the NSC enrollment data to track the Bachelor's Degree-seeking Freshmen who enrolled at ISU in the Fall of 2009 but did not return in the Fall of 2010. The cohort submitted to the Clearinghouse included 668 students. This report includes 389 students for whom data were available, representing 58% of the freshmen who did not return in 2010. The focus of this study is to us this data to identify our main competitors and identify trends.
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Fall 2010 Freshmen Admitted But Not Enrolled
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In Fall 2010, Indiana State University enrolled its largest entering class in the school's history. This followed a 50% increase in both applications and admissions over the previous cohort. The introduction in 2009 of Indiana College Go! Week contributed to the increase in the number of college applications per student and declining enrollment yields. Therefore, the purpose of this study is to determine what happened to those students who applied and were admitted to Indiana State University but did not subsequently enroll at the University.
Predictive Modeling
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Predictive Modeling of First-Year Student Success Factors
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Description
Attrition continues to be an ongoing challenge for American post-secondary education. As recently as 2004, the six-year graduation rate for 4-year colleges stood at only 57% (Horn & Carroll, 2006). This is in spite of the continued growth of student assistance programs such as learning communities, supplemental instruction, reading groups, orientation, and first-year seminars. Given this it is a natural extension that universities will attempt to identify students who are at risk to leave the institution earlier in their first year to allow time for potential intervention with students. This has led to the rise of early warning systems such as the MAP-Works (Educational Benchmarking, Inc., 2011) system utilized by Indiana State University (ISU). This report is an examination of the fall 2009 administration of the MAP-Works three week transition survey of the ISU new entering class to determine what initial data points predict one-year retention.
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Analysis of Predictive Modeling of Student Success: Lists of Predicted Success
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Description
Using results from our initial estimations of student success, we are able to calculate the probability of student success for the 2011 class. Two spreadsheets will accompany this report listing students by their likelihood of enrolling in the spring 2012 semester.
To begin with we estimate an equation on the 2008-2010 classes. For the conditionally-admitted students there is one difference from the equation estimated there; we drop the class dummy variables. We cannot put in a value for 2011, so it would be inappropriate to include a variable for 2009 or 2010. We would be making the assumption that 2011 is like the excluded class year. This way we are assuming that 2011 is like the average year.
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Predictors of Academic Success for Conditional Admits
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This paper is an examination of the predictive capability of several pre-entry characteristics on various measures of first semester academic success for students who have been conditionally admitted to Indiana State University (ISU). The research will examine predictive models for spring enrollment, first semester grade point average (GPA), the probability of earning a first semester GPA greater than or equal to 2.5, and the probability of earning 12 or more credit hours during the first semester for students who were conditionally admitted for the fall 2008, 2009, and 2010 semesters. Additionally, the study will examine the common predictors across the three cohort years. Finally, this paper will provide guidelines for selection of future conditional admits based on factors that are predictive of one-year retention to the institution.
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Analysis of Predictive Modeling of Student Success
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When attempting to admit students to university, the university is making a judgment about which students will be successful after coming to school. The purpose of this paper is to conduct a thorough statistical examination of the data to determine whether there are certain indicators available at the time of application that would help the school to admit a higher percentage of students who will be successful. This study is centered on the contingent of students conditionally-admitted at Indiana State University in 2010.
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An Examination of Orientation, Income, and Financial Aid Variables' Prediction of First-Semester Student Success
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This paper is an examination of the predictive capability of orientation, income, and financial aid variables on various measures of first semester academic success for new entry students at Indiana State University (ISU) after pre-entry characteristics were controlled for. The research examines predictive models for spring enrollment, the probability of earning a first semester GPA greater than or equal to 2.5, the probability of earning 9 or more credit hours, and the probability of earning 12 or more credit hours during the first semester for students who newly enrolled in the fall 2008, 2009, and 2010 semesters.
Success Algorithm
Other
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Summary of Results: BCSSE-NSSE-FSSE Surveys
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Description
The National Survey of Student Engagement (NSSE) is an instrument administered at hundreds of four-year colleges and universities each year. The survey asks students about their participation in activities, academic and educational experiences, and interactions with faculty and other students. The Beginning College Survey of Student Engagement (BCSSE) asks incoming freshmen about their high school experiences and expectations for their first year of college with respect to both academic and social factors. The Faculty Survey of Student Engagement (FSSE) is administered to faculty to gauge their perceptions of how often students engage in various activities and interact with faculty and other students, and the importance of several aspects of learning and development.