Against All Against All Odds Odds Heat Heathe her Nova Novak - - PDF document

10/8/2014 1

Against All Against All Odds Odds

Heat Heathe her Nova Novak PhD, PhD, Statistical Research Analyst, Office of Institutional Research Tae Nosak Tae Nosaka, Director of the Key Communities, Center for Advising and Student Achievement

Presentation Outline Presentation Outline

• Overview of Key Learning Community Model

– History and Goals of Key – Structure: Guiding Principles & Components

• Research Study

– Data/Demographics – Propensity Score Matching – Results

• Closing

2 Colorado State University

Why Key? Why Key?

• 1998 Institutional

Research Study

– Persistence – Academic Performance – Satisfaction

With attention to the experience of Students

• f Color, First

Generation to College, Pell Eligible, and Residency

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52% 30% 7% 7% 4% 0% 10% 20% 30% 40% 50% 60% 1st year 2nd year 3rd year 4th year 5th year % of All Departures

If students leave, they do so early in their university career

Of all students who left (Class Entering in Fall of 2007, measured after 5 years): 52% did so by end of freshman year; 82% by end of sophomore year

Adapted from Institutional Research, Freshman Retention Report, Fall 2012 5

Early connections are most effective

Application………………………………Year End

Application/ Admission Pre-enrollment First weeks of class

Opportunity for Impact

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Over Overal all Goal Goals of Key

• f Key

Academic performance (GPA) Retention and graduation rates Academic engagement and campus involvement Student satisfaction

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Guiding Principles

Intentionally Design with Diversity in Mind Maximize Learning Opportunities High Expectations, Belief in Students, Honorary Experience Honest Feedback: Early and Often

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Structure of the Key Communities

• 400 first‐year students in 4 communities

–Key Academic, Key Explore, Key Health Professions, Key Service

• Shared values, guiding principles, goals, and overall

structure.

• Shared residential experience, co‐enrollment in course

clusters, an orientation program, intentional recruitment, intensive staffing, and traditions.

• Each community ranges from 75‐150 students and is

broken down into smaller clusters of 19 students.

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• Co‐enrollment in Course Clusters
• Interdisciplinary Seminars
• Dedicated Faculty

Curricular and Co‐Curricular Engagement

• Guidance and support from high‐performing students and professional

mentors

• Early warning and grade feedback
• Supplemental Instruction for historically difficult courses
• Mid‐semester progress meetings

Embedded Feedback and Support

• Designated residence hall community
• Key Orientation
• Traditions

Building Community

Structure of the Key Communities

Research Research Study Study

• 1. Does participation in the Key Communities

have a positive impact on a student’s likelihood

• f being retained and graduating?
• 2. Does the impact of participating in Key vary

based on a student’s demographics and academics?

12 Colorado State University

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Colorado State University 13 14 Colorado State University 15 Colorado State University

Key average index=111 Non‐Key average index=114

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16 Colorado State University 17 Colorado State University 18

Includes FA05, FA06, FA07, & FA08 cohorts Includes FA05, FA06, & FA07 cohorts Includes FA05 & FA06 cohorts

Colorado State University

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Propensity Score Matching

• Students are NOT randomly assigned Key
• Propensity scores: the probability of a student

being in Key

• Propensity Score Adjusted Data: has one Non‐

Key student matched to each Key student

• Premise: if we match students based on the

likelihood to be in Key we approximate random assignment

19 Colorado State University

*indicates the proportions are statistically different (α=.01)

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1991*.0829 = 708*.098 =

Colorado State University

Propensity Score Adjusted Data

Bottom Quartile‐ lowest likelihood of being in Key

• 116 average index
• 11% First Generation
• 1% Minority
• 1% Pell Recipients
• 46% Female
• 76% Resident students

Top Quartile‐ highest likelihood

• f being in Key
• 106 average index
• 67% First Generation
• 100% Minority
• 73% Pell Recipients
• 75% Female
• 87% Resident students

21 Colorado State University

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22 Colorado State University 23 Colorado State University

Implic licatio ions ns f for P Practic tice

Collaborations between IR and LC Scaling Up to Become an Institutional Intervention Considerations of Learning Community Design Retention and Graduation Rates

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Conclusion

• Students with highest propensity to be in Key

are the most at‐risk for attrition

• Most often lost in systems that all too often

support the majority group

• Key students have beaten the odds with

higher retention and graduation rates

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