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High Risk, High reward
Supporting Perseverance and Achievement of At-Risk Matriculates at UC Merced
December 1, 2011
Shani Keller ◦ Anne Zanzucchi ◦ Elizabeth Boretz
-36% Hispanic; 28% Asian; 20% White; 7% African-American; 3% Non-resident alien-56% First Generation-58% Speak a language other than English at home-48% received federal Pell Grants (Fall 2009)
University of California, Merced is the first UC campus in the San Joaquin Valley
UC Merced Profile Institutional Planning & Analysis Enrollment Table, www.ipa.ucmerced.edu
Fall 2011:
Who are “At-Risk” Students?
UC Merced Profile Institutional Planning & Analysis, Retention & Graduation Rates, www.ipa.ucmerced.edu
Hispanic and Pell Grant-Eligible students at UC Merced have the lowest 5-year graduation rates
Who are “At-Risk” Students?
University of California Statfinder, www.ucop.edu
Hispanic students and students with the lowest parental income levels at UC Merced have the lowest 2-year cumulative GPA
Who are “At-Risk” Students?
First Generation, Pell Grant Eligible, and Hispanic students are disproportionately represented among dismissed students
Grant-funded Programs Supporting At-Risk Students
Summer Bridge Most at-risk 4 years Faculty contact Summer prep in
ELA & Math Connections with
campus services
Textbook Rental Most at-risk (EOP) 2 years Staff & peer-to-
peer contact 2/3 Reduction in
price of textbooks
Institutional Support for At-Risk Students
Institutionally funded supports to most at-risk students
Mid-Semester Academic Interventions All lower-division classes report
grades at mid-semester All first-year students with at
least 1 D+ required to attend Success Workshop
Incentives for participation; excellent outcomes; average 50% of freshmen struggle
Institutional Support for At-Risk Students, cont.
Institutionally funded supports to most at-risk students
USTU 010 Freshman Success Course Life skills
Skills Workshops (optional) Reading strategies, time
management, stress management, note-taking, exam preparation, learning preferences
Institutional Support for At-Risk Students, cont.
Institutionally funded supports to most at-risk students
Excel Program (Natural Sciences)
Service Learning (Engineering) Calvin E. Bright Success Center
Summer Bridge Program
“In college we are treated as adults, and I understand professors’ expectations now.”
Student Selection First generation Hispanic, at first, then de facto
Summer Preparation English Math Academic Discourse
School Year Advising Mentoring
Summer Bridge Program, cont. Feedback Received
Faculty feedback Evaluation/Data Student feedback
From Input to Output Student selection School year offerings Follow-up Building Community
Bridge Student Year 1 Achievement
Bridge students did well on required intro courses
Cohorts Entering UCM as First Time Freshmen 2007, 2008, 2009, 2010
Bridge Student Retention
Bridge students persisted in their undergrad education
Cohorts Entering UCM 2007, 2008, 2009, 2010
Bridge Student Comparative Achievement
Bridge students made progress towards closing the gap in GPA
Textbook Rental Program
Student Quote on program
FIPSE Grant Participation (new participants):
Spring 2010: 29 Fall 2010: 58 Spring 2011: 7
Additional Components: Workshops Advising Mentoring Social support/networking
Textbook Rental Program, cont. Feedback Received
Evaluation/Data Student feedback
From Input to Output Student selection School year offerings Follow-up Building Community
Achievement by Program Utilization
Students taking full advantage of the textbook rental program earned a Higher GPA than other rental-eligible students
Spring 2010 Rental-Eligible Students
Rental Participant Year 1 Achievement
Renters performed comparably to their peers in Freshman Writing Courses
2010-11 School Year
Program Side by Side
Summer Bridge & Most at-risk 4 years Faculty contact Connections with
campus services Students
persisted, closed achievement gap
Textbook Rental Most at-risk 2 years Staff & peer-to-
peer contact Students
maintained good academic standing
Secrets of Success
Courageous conversations Rigorous, insightful evaluation Passion for students Supportive institutional audience
Lessons Learned
Support is available! University is not impersonal – faculty is
passionate about student success, like K-12 Courageous conversations are necessary
for personal and institutional change Building community among at-risk students
promotes success There is no substitute for the impact of
high-touch programs : low staff: student ratios, aggressive intervention, mandatory engagement with campus staff and resources. It’s demanding, but it works.
Contact Information
Shani Keller, Evaluation [email protected](530) 752-2781
Anne Zanzucchi, Associate DirectorMerritt Writing Program, UC [email protected](209) 228-4173
Elizabeth Boretz, DirectorCalvin E. Bright Success Center, UC [email protected](209) 228-2993
