Improving Student Retention: Building A Roadmap for Meeting Institutional Retention

Goals

Jay W. GoffVice President of

Enrollment & Retention ManagementSaint Louis University

goffjw@slu.eduwww.slu.edu

1-314-977-8191

Recruitment & Retention: Two Sides of the Same Coin

About Saint Louis University

• One of America’s most prestigious Catholic, Jesuit universities

• Founded in 1818• 2nd oldest Jesuit

university in the United States

• Noted for its rigorous academic excellence, research and scholarship, and nationally ranked programs

SLU Students and Faculty

Total enrollment: 13,500

Undergraduate enrollment: 8,700

Graduate enrollment: 4,800Advanced credit: 5,200

Student-faculty ratio: 12-1

Average class size: 24

Faculty: 3,186Percent of full-time faculty with “terminal” degrees: 99%

SLU Retention and Graduation Rates2005-2012

05 06 07 08 09 10 11 1250%

55%

60%

65%

70%

75%

80%

85%

90%

83%82%

84% 85% 84%86%

88% 88%

76%75% 76% 77% 77%

80% 81%

71% 70% 70%

1 Yr Retention 2 Yrs Retention 3 Yrs Retention 4 Yrs Graduation 5 Yrs Graduation 6 Yrs Graduation

Entering Fall

Founded 1870 | Rolla, Missouri

Retention and Graduation Rates1988 - 2010

88 89 90 91 92 93 94 95 96 97 98 99 00 01 02 03 04 05 06 07 08 0940%

45%

50%

55%

60%

65%

70%

75%

80%

85%

90%

79%76%

78%77%80%78%78%

80%79%83%84%83%83%84%83%

85%87%87%87%87%88%

86%

62%64%63%

65%68%68%67%68%67%

71%73%73%72%74%74%75%78%79%78%

76%78%

51%53%52%52%55%55%

52%

57%55%

60%64%64%63%

61%61%63%

66%

1st to 2nd Yr 2nd to 3rd Yr 6 Yr Graduation

Entering Fall

S&T Student Success Rates• Retention Rates

2000 2009– General Student Body: 82% 88% – Female Students: 88% 87%– Minority Students: 94% 92%– Student Athletes: 88% 90%– CAMPUS GOAL: N/A 90%

• Graduation Rates 2000 2010

– General Student Body: 52% 66% – Female Students: 66% 74%– Minority Students: 41% 50%– Student Athletes: 69% 71%– CAMPUS GOAL: N/A 70%

#1 Question:

How did you do it?

Silver Bullet?

Strike of Lightening?

OR

The Truth is……….

Silver Buckshot!

How Did SLU and Missouri S&T Make Immediate Gains in Retention?

Focus on the Basics

1. Studies indicate that financial aid helps increase persistence for students who need and receive financial aid.

2. Studies indicate that certain student populations such as: older students, African Americans & Hispanics, students who work more than 30 hours weekly, and first generation college students have persistence problems.

3. Schools can improve retention rates by: accurately determining when and why students withdraw up-to-date information helps administrators determine better

strategies for increasing retention rates

FUNDAMENTAL STUDENT RETENTION CONCLUSIONS

SOURCE: DANA Center Retention Report, 1998

Primer on Student Persistence and Retention

• Retention rates commonly measure the percentage of freshmen that re-enroll the next academic year as sophomores.

• The primary reason that retention rates, along with graduation rates, are important is that retention rates are perceived as indicators of academic quality and student success.

• Retention and persistence can best be defined as a student's continuation behaviors that lead to a desired goal; this helps describe the processes related to student goal achievement.

• Generalizations about retention can be misleading because each school is dynamically unique in terms of academic emphasis and culture. Retention issues can be further complicated because of the necessity to understand students' educational goals in assessing whether leaving school is a negative or positive decision.

ADAPTED FROM: DANA Center Retention Report, 1998

1. Typically 4-year schools have higher retention rates than do 2-year schools.

2. In general, studies indicate that financial aid helps increase persistence for students who need and receive financial aid.

3. Studies indicate that certain student populations, such as older students, African Americans & Hispanics, students who work more than 30 hours weekly, and first generation college students have persistence problems.

4. Research studies indicate a few factors that influence persistence include the intent to persist, institutional and student commitment, college grades, high school academic experience, and social & academic integration.

5. Schools can improve retention rates by more accurately determining when and why students withdraw. Having more up-to-date information could help administrators determine better strategies for increasing retention rates.

6. Recommend increasing retention rates by encouraging schools to develop and implement their unique retention plans and by strengthening freshmen-year instruction.

FUNDAMENTAL STUDENT RETENTION CONCLUSIONS

SOURCE: DANA Center Retention Report, 1998

• The Role of Academic and Non-Academic Factors in Improving College Retention, indicates that many colleges' retention efforts are too narrowly focused.

• Academic help alone is not enough to keep many students in school. These students also need individual support to feel connected to the campus community. Colleges, however, may focus on only academic or non-academic support, rather than both.

SOURCE: ACT, 2009

Lessons Learned

Must focus on:

• Student-friendly policies

• Improving systems & practices that impede general student persistence inside and outside of the classroom

• All campus units that interact with students MUST be involved

Retention Committee & the Enrollment Development Team Members

• Faculty for each division• Admissions• Registrar• Financial Aid• Campus Housing• Student Activities• Counseling Center• Orientation• Teacher Training Director• Faculty Senate Leaders

• Execs: Academic, Student & Enrollment Affairs

• Advising• Info Tech• Institutional Research• Minority Programs• International Affairs• Cashier/Billing• Pre-College Programs• Reporting Services

Knowing Our StudentsProfile Factors Likely to Impact Retention

First Gen; 35%

2nd Gen Plus; 65%

1st Quartile Income; 24%

2nd Quartile Income; 16%

3rd Quartile Income; 51%

4th Quartile Income; 9%

Undergraduate Demographics& Psychographics

• Average Age: 21.6 years old

• Gender: – % Female– % Male

• First Generation College Students:– %

• Residency:– Residents: %– Out-State Students: %– International: %

• Ethnicity: – African-American: % – Asian-American: % – Caucasian: % – Hispanic: % – Multi-Racial – Native-American: % – Non-resident, International: %– Not Disclosed: %

• First Generation: %

• From a Community <40,000:

• Average Family Income: $

• Average Indebtedness at Graduation: – $

• High Financial Need (Pell qualifier): %

• Freshmen with Credit Cards:– %

• Students with PCs:– % laptops– % Macs

• Students with Cell Phones– 99%

Using the Scientific Process

• STEP ONE: Identify the Problem

Retention Model

Student Information/

Profile

Academic Advising

Student Academic Resources

Faculty Development

Student Programming

Student & Faculty

Engagement

RETENTION MODEL

“the list of 35”Changes to Improve Retention

Retention Strategies and Tactics 2001-2010

I. Assessment EnhancementsII. Programming

III. Policy Changes

1. Creation of a formal Institutional Research and Assessment Office, 2001

2. Started annual retention audit of academic (cognitive) and demographic factors, 2001

3. Identified classes with very low student success rates (DFW), 2001

4. Creation of Standardized Retention and Graduation Reports by gender and ethnicity, 2002

5. Instituted a new student profile and expectations survey, 2002

6. Re-instituted the HPI assessment to track students by Non-cognitive factors, 2002

Missouri S&T’s Retention Plan I. ASSESSMENT ENHANCEMENTS

7. Revised withdraw surveys & interviews, 20028. Started non-returning follow-up telephone surveys,

20029. Started collection and campus-wide distribution of

freshman academic profile, specifically new student survey data: expectations, social activities, GPA,ACT/SAT scores, 2002

10. Started measuring stop-out rate: students who withdraw and return, 2003

11. Revised nationally normed student profile, attitude and engagement assessments (CIRP & NSSE), 2003

12. Revived student satisfaction survey (switched from ACT to Noel Levitz), 2007-09

Missouri S&T’s Retention Plan I. ASSESSMENT ENHANCEMENTS

II. PROGRAMMING: Focus on Advising, tutoring, learning communities, faculty training and support

1. Provided a public expectation of student success (VERY IMPORTANT). Addressed expectations of student success in all recruitment and orientation speeches (Chancellor – look to your left, look to your right), 2001-02

2. Learning Enhancement Across Disciplines (LEAD) collaborative peer learning program expanded beyond Physics, Fall 2002

3. Address group building (making friends) and study skills (not flunking out) in all orientation activities, 2002-2003

4. Online tutor request program, 20035. Distribution of student profiles and survey summaries to create a

better understanding of faculty and student expectations. Actively embrace the “social norming” concept. 2003

6. Restructured Opening Week activities around a group project activity and to address core learning objectives and student fears (Making Friends and Flunking Out), 2002 & 2003

II. PROGRAMMING: Continued Focus on Advising, tutoring, learning communities, faculty training and support

7. Provided ACT’s EIS & AIM student profile data bases to all academic departments for more intrusive advising, 2003

8. Joint Academic Management (JAM) Sessions (peer learning) to assist low performing students, 2004

9. New on-line Early Warning System, 200510. Strategic Retention Intervention: Focus on a rapid response

“Academic Alert System” (2005), on-line student communication system “Success Chain” (2005-2006), advisor engagement (training sessions and awards, 2002) and more quantitative knowledge of S&T student strengths (Sharing of student profiles and new student survey data prior to beginning of academic year, 2002)

11. Creation and expansion of Learning Communities & First Year Experience Programs: Focus to address student academic skills development and social engagement through group student life oriented events, 2002-2003

II. Programming Continued

12. Pre-College Transition Programs: Focus to promote greater student preparation to meet student and S&T academic expectations through a 3-week intense course – Hit the Ground Running (HGR) and creation of the Center for Pre-College Programs (CPCP) to expand the K-12 student workshops and STEM summer camps, 2003-04

13. Creation of the Center for Educational Research and Teaching Innovation (CERTI): Focus to address improving the S&T learning environment and student learning outcomes through collaborative learning, experiential learning, technology enhanced learning and educational research practices, 2003-04

14. Expanded Experiential Learning Programs: Focus to promote greater campus-wide “learning by doing” student engagement through student design teams, undergraduate research (OURE expansion), and service learning participation, 2002-ongoing

15. Creation of formal first-year experience office and staff, 200816. Creation of formal second-year experience office and staff, 2008

III. POLICY CHANGES

1. Incomplete grade time limit change, 20022. Repeat course GPA adjustment policy, 2002 3. Scholarship Reinstatement Policy, 20024. All BS degree programs reduced to between 124 to 128

hours, 2002-20035. Added 3 degree programs most often requested by exiting

students: Business, IST, Technical Communication, Architectural Engineering, 2002-2003

6. Revised S&T Advising Program: Focus on faculty development for student formal and developmental advising, advisor recognition and advising program evaluation, 2002-2004

Changes to Improve Retention/GraduationMissouri S&T’s “Low Hanging Fruit”

1. Follow-up Calling/Survey Program2. Early Warning System Report 3. Incomplete grade time limit change4. Repeat course GPA adjustment policy 5. Scholarship Reinstatement Policy6. All BS degree programs reduced to128 hours7. Added degree programs most often requested by existing

students: Business, IST, Technical Communication

8. Create better understanding of faculty and student expectations. Actively embrace the “social norming” concept.

9. Address group building (making friends) and study skills (not flunking out) in all orientation and opening week activities

Saint Louis University’s SEM PLAN:What will

Billikens Look Like in 2018?

Total Domestic Degree Seeking Enrollment 2013

0

1-9

10-25

26-149

150+

SEM at SLU

• Mission• Strategic Plan• Vision for Enrollment Profile• Values• Goals

SLU’s 2018 Strategic Enrollment Vision: Objectives and Targets for Traditional Undergraduates

I.Increase Student Persistence and Success Levels Equal to the 4th Quartile of Leading US National Universities

35

SLU’s Desired New Undergraduate Student Profile Scorecard

VP Enrollment and Retention Management 36

Enrollment Success Metric

Goal 2012 Benchmark

2013

1-2 Year Retention Rate 90% 88% 88%

6 Year Retention/Graduation

Rate80% 70% 70%

SLU’s RETENTION AND STUDENT SUCCESS COUNCIL

• CHARGE: The purpose of the Retention and Student Success Council (RSSC) is to examine issues and challenges of student retention and persistence to graduation. The efforts of this council will focus on assessing plans and actions for the student experience and advancing opportunities that will have direct impact on student progressing to their second and third year at the university, thereby improving student graduation rates at Saint Louis University. The RSSC will define Saint Louis University’s student retention strategies and persistence solutions consistent with the objectives in SLU’s strategic plan.

MEETING SCHEDULE

• COUNCIL MEETINGS: 90-minute meeting scheduled on the first week of each month, excluding January, June and July.

• SEM DATA AND RESEARCH REVIEW SCHEDULE:

90-minute presentation with question and answer session scheduled on the third week of each month.

ANNUAL ACTIVITIES:The RSSC serves in an advisory role to the SEM Committee by:

1. Review student success data and assessments with regard to student retention and graduation,

2. Review and share regular reports with the SEMC, University Strategic Planning Committee and the Research, Reporting and Assessment Council.

3. Identify specific problem areas with regard to student retention and graduation and, if needed, additional reports and/or assessment.

4. Recommend potential solutions to identified persistence barriers.5. Identify the stakeholders needed to contribute to the resolution of the persistence barriers.6. Analyze the potential for resolution given current resources, in partnership with the

stakeholders, and7. Recommend resources and/or reallocations needed to address identified resolutions and

solutions.8. Provide an annual report of the council’s activities and the University’s progress in meeting

recruitment goals.

Fall 2013New Student Profile

Enrollment and Retention Management Division

For internal university purposesOFFICIAL ENROLLMENT DATA:

2013 Class Census Results & New Student Survey

2013 Traditional Freshmen• 1578 registered freshman: 1513 domestic, 65 international• 57% female, 43% male• 27.6 ACT 3.81 GPA• 44 states and provinces represented (Illinois 539, Missouri 497, Wisconsin,

California, Ohio, Texas, Kansas, Indiana, Nebraska, Colorado, Iowa)• 24 countries represented (China, Saudi Arabia, South Korea , India)• 56% Catholic religious affiliation• High School type: 453 Catholic, 135 Jesuit• Feeder Schools: SLUH 29, Loyola Academy 17, Parkway North 16, Mehlville

15, Eureka 14, Cor Jesu 14, DeSmet 14 • Most popular majors: Still Deciding, Biology, Nursing, Physical Therapy,

Health Sciences, Biomedical Engineering and Psychology • Emily and Michael are the most popular deposited names

Official Fall 2013 Data Source: Enrollment Rx [updated 9/2013]

2013 New Transfer Students• 302 transfer students• 279 domestic, 23 international• 64% female, 36% male• 88% from Missouri and Illinois • 50% Community Colleges, 50% 4-year institutions• Most popular majors: Arts & Sciences, Health Sciences &

Business• Jessica and Michael are the most popular deposited names

Official Fall 2013 Data Source: Enrollment Rx [updated 9/2013]

Intended Areas of Study New Freshmen

SOURCE: 2013 New Student Survey [updated 9/2013]

Healthcar

e & Medica

l Professi

ons

Science

Business

& Man

agement

Engineerin

g, Avia

tion & Technology

Unknown

Socia

l & Behav

ioral Sc

iences

Humanities/L

iberal Arts

Other

Teacher E

ducation

0%5%

10%15%20%25%30%35%40%45%39%

14% 11% 11%5% 5% 6% 7%

2%

36%

16%13% 11% 6% 6% 5% 5% 2%

20122013

Technology and Social Media

99% Brought a personal computer to campus67% new computers / 21% 1-2 years old99% are laptops / 14% are tablets59% PC Windows users / 44% Apple-Mac users

99% Brought a cell phone to campus68% iPhone users 24% Android users8% Other (Windows Mobile, Blackberry etc.)

96% Have an online social network account79% Facebook / 17% Twitter

90% Claim to engage on social sites 10 hours or less per week

58% Rarely or never play video games

SOURCE: 2013 New Student Survey [updated 9/2013]

Finances and Affordability

93% Are receiving financial aid

74% Plan to work while enrolled at SLU

36% Have at least one credit card

23% Are on track to be the first in the family to complete an undergraduate degree

1% Have over $1,000 monthly credit card balance

SOURCE: 2013 New Student Survey [updated 9/2013]

CONCLUSION:

Retention Success Starts with Knowing the Institution and the Students Served

Core Retention Assessments:Knowing Why Students Chose your Campus, Stayed or Left

1. New Student Survey (prior to start of classes)2. Withdrawal Survey (prior to cancelling classes)3. Phone/Email Survey of Non-Returning Students

(2-4 weeks prior to start of semester)4. Student Satisfaction Survey (all returning

students)5. Graduating Student Survey (prior to

commencement or within the first six months after graduating)

Phone Calls / Telecounseling

• 2-6% immediate improvement reported• Great data and problem identification tool• Relatively low expense

Questions for Phone Survey • Introduction - Hello. This is (state your full name) . May I please speak with (student’s first name).• Establish Rapport and Authenticity, Verify Student’s major, city, high school • Purpose of Call - Hi (student’s first name). The purpose for my call is let you know that our records indicate that you have not registered to take classes in

the (fall or spring semester. I wanted to know if there is anything I can do to assist you with registering for classes.

• IF THE STUDENT IS PLANNING TO RE-ENROLL, REMIND THEM OF THE ONLINE PROCESS USING SELF SERVICE and PROVIDE THEM WITH A CONTACT PERSON IN THE REGISTRARS OFFICE, ALONG WITH THE PHONE NUMBER, IF THEY NEED ADDITION ASSISTANCE. CLOSE BY TELLING THE STUDENT WE LOOK FORWARD TO SEEING THEM IN AUGUST AND THAT CLASSES BEGIN ON MONDAY, AUGUST 20.

• Follow-up with a thank you email, key dates and contacts.

• IF THE STUDENT IS NOT RE-ENROLLING ASK THE FOLLOWING QUESTIONS AS RELEVANT:1. Are you enrolling at another school?2. Which school?3. What are you studying?4. Is this a change from what you had planned to study? (if it is an area offered at S&T: Were you aware that S&T offers that major?5. What student activities did you actively participate in?6. What would you say was the most important reason that you decided not to return to S&T?If the student had problems, and the response reflects a S&T-based problem or set of problems:

7. Did you talk to the person/office you had trouble with to try to correct this problem?8. Did you talk to anyone else to try to correct the problem?9. What would you tell us that needs to be improved?10. What would have kept you at S&T?

If the response reflects mostly problems on the student’s part vs. S&T’s:11. Did you speak with anyone to try to correct the problem?12. Was there something else that we could have done to help you that wasn’t done?

13. Do you plan to return to S&T? When? Is there someone here that you would like to call you concerning your returning?14. Would you recommend S&T to another student? Why or why not?15. Had you visited the campus before enrolling at S&T?16. How many weekends per month did you spend at home? (What activities did you engage in when you did stay on campus?) (omit for Rolla residents)17. When you initially enrolled, did you intend to graduate from S&T or transfer classes to another institution? (if graduate from S&T, ask why the change)

• Gather as much relevant information as the student wants to share.• Follow up with thank you letter.

Common Themes

Personal Reasons: Family issues – needed at home Girlfriend/Boyfriend issues Bad & overpriced dorm & food Too small of a town/Nothing to do Just not the right fit Wanted to get away from home Wanted to move closer to home

Academic Issues: Too hard/Grades lower than expected Changed major/preferred at another institution Felt university was too focused Advisor/Instructor not helpful enough

Financial Issues: Cost/Financial Cannot borrow enough Parents will not pay

Why Student Leave

Note: Some students reported multiple reasons.

Do you plan to return?

What would have kept you?

Would you recommend the University to another student?

Calling Schedules

• 2-8 weeks prior to start of semester/quarter

• Follow-up calling after the official census date each fall and spring

Staff vs. Student Callers

• USE STAFF!!!• Preferably a staff member with the ability to

re-admit and re-enroll the student

Summary of Key Retention Understandings

• There is no Magic Bullet – Retention programs must be designed to meet student needs and have an academic success focus

• Retention programs must be multi-faceted• Do not ignore Socio-Economic Factors• Quick Improvements can be made by examining

Processes and Points of Student Interaction• A true team effort must be embraced: IR,

Academic Programs, Student Affairs, Enrollment Management, etc.

Core enrollment principles• No Enrollment Effort is Successful without QUALITY Academic

Programs • Recruitment and Retention is an On-going, Multi-year PROCESS with

Strong Access to Research and DATA• About 80% of Enrollments come from REGIONAL student markets

for BS/BA degrees• The Most Successful Recruitment Programs Clearly DIFFERENTIATE

the Student Experience from Competitor’s Programs• The Most Successful Retention Programs Clearly Address Students’

Needs and Regularly ENGAGE Students in Academic and Non-Academic Programs

SOURCE: Jay W. Goff, 2004

The Student Success Continuum

Pre-College/Recruitment / Marketing

Admission

OrientationCo-curricular support

Degree/goal attainment

Academic support Retention

Financial Aid

Student’s college career

Classroom experience

The SEM Perspective

CHART SOURCE: Bob Bontrager, AACRAO SEM

Building a K-20 Student Pipeline

Pre-College

YearsK-12

Freshmen

Years1-2

Sophomore

Years2-3

Junior

Years3-4

Senior

Years 4-6

Qualified Profession

als Entering

the Workforce

Basic Enrollment Funnel

RECRUITMENT FUNNEL ACTIVITIES

PRE-FUNNELEARLY INTERVENTION, COMMUNITY SERVICE PROGRAMS

SUMMER CAMPS, WEB REPLIES

EARLY FUNNELPSAT/ACT PLAN/TARGET MARKET SEARCHES

ACT/SAT SCORESDIRECT MAIL

TRAVELPUBLICATIONS

ON-CAMPUS PROGRAMSADVERTISING

MID FUNNELON- AND OFF-CAMPUS PROGRAMS

DIRECT MAILSCHOLARSHIP/FINANCIAL AID

TRAVELTELECOUNSELING

PUBLICATIONS

LATE FUNNELON- AND OFF-

CAMPUS PROGRAMSDIRECT MAIL

TELECOUNSELINGPUBLICATIONSSCHOLARSHIPSFINANCIAL AID

FEB - AUG

AUG - JAN

JAN - MAY

Apply

Enroll

Inquire

ENROLLMENT FUNNEL RETENTION ACTIVITIESRETENTION INFRASTRUTURE

CHIEF RETENTION OFFICER, CAMPUS-WIDE RETENTION COMMITTEE, TRACKING & EARLY WARNING SYSTEM, STUDENT INTERVETION TEAM, SEAMLESS ADVISING SYSTEM

IDENTIFY RISKS, SET EXPECTATIONS & ESTABLISH CONNECTIONS• FLAG RETENTION RISK FACTORS FROM ADMISSION APPLICATION

• ENROLLMENT CHECKLIST/PORTAL WITH ADMIT LETTER• NEW STUDENT PROFLE AND ATTRITION RISK SURVEY• FRESHMAN EXPECTATIONS BROCHURE/HOMEPAGE

• FAMILY SUPPORT HOMEPAGE WITH KEY DATES• ASSIGN ADVISOR & RESOURCE PORTAL

• STUDENT & FAMILY ORIENTATION• EASY TO ACCESS CALENDAR

PROMOTE ENGAGEMENT & INTERVENTION• TRACK ATTENDANCE & AUTO TRIGGER E-MAILS

• ACTION NOTES TO HIGH RISK STUDENTS• GROUP TUTORS FOR HIGH DFW COURSES• PORTAL WITH ALL SUPPORT RESOURCES

• PRE-ASSIGNED ADVISOR MEETINGS• MIDTERM PULSE-CHECK SURVEY

• SUBMIT FAFSA REMINDER

REINFORCE SUCCESS ACTIVITES• SPECIAL UNDECLARED ADVISING• TELE-SURVEY NON-REGISTERED

• SUMMER ADVISING LETTER• SUCCESS SCHOLARSHIPS

• UPDATED CALENDARS• FYE REUNION EVENT• TRANSFER CENTER

PRE-ENROLL GOALSNew Student Profile,

% Attending Orientation,% Completing

New Student Assessments

FIRST YEAR GOALS% Completing 4 weeks,

% Courses Mid-term Grades% Registered for Spring% Returning for Spring

SECOND YEAR GOALS% Dropped for Non-payment ,

% Registered for Fall% Returning for Fall

% Drop-outs Converted to Stop-outs

Track &Intervene

Re-Enroll

Indentify

GraduateYEARS 3-6 GOALS% Completing Degrees in 4, 5 & 6 Years ,

WHERE DO YOU START?

• Does your institution have a designated senior-level individual designated to lead retention efforts on campus?

• Does your institution have a formal retention plan?

Key Performance Indicators and Instruments for Retention Audit

1. Freshmen to sophomore persistence rate2. Sophomore to junior persistence rate3. Six-year graduation rate4. Students leaving identified on early warning system5. Withdraw surveys & interviews6. Non-returning follow-up telephone surveys7. Freshman academic profile, specifically GPA, course work

completed, and ACT/SAT scores.8. Student satisfaction levels 9. Faculty evaluations and At-Risk Student Warnings10. Stop-out Rate: Students who withdraw and return

SAMPLE FRESHMEN ENROLLMENT GOALSThe Preferred freshmen class would have 1600 students with the following profile:

Academic Preparedness: 27-28 average ACT , 1260-1290 average SAT 95% having completed the full college-prep curriculum 80% from the upper 25% of high school class

Geography: 55% Illinois and Missouri

35% Other US States 10% International

Gender:50% female 50% male

Ethnicity: 15% under-represented minority studentsMajors:

35% Healthcare and Medical Programs 20% Natural Sciences and Math15% Business and Management 15% Engineering and Aviation10% Liberal Arts and Social Sciences 5% Education and Theology

Success Rate:90% first to second year retention rate83% return for third year80% graduate in six years

Comparison: Enrolled and Not-EnrolledFirst–time Freshmen class (Full-time, Degree seeking)

2006

2007

2008

2009

2010

2011

2012

Status Enrolled

Not-Enrolled

Enrolled

Not-Enrolled

Enrolled

Not-Enrolled

Enrolled

Not-Enrolled

Enrolled

Not-Enrolled

Enrolled

Not-Enrolled

Enrolled

Not-Enrolled

Count

%

HS GPA% RankACT/ SAT1st YearGPA

1. New Student Survey (prior to start of classes)2. Withdrawal Survey (prior to cancelling classes)3. Phone/Email Survey of Non-Returning Students

(2-4 weeks prior to start of semester)4. Student Satisfaction Survey (all returning

students)5. Graduating Student Survey (prior to

commencement or within the first six months after graduating)

Core Retention Assessments

1st to 2nd Year Retention Rates of Students Starting at Four-year Universities

SOURCE: http://www.act.org/research/policymakers/pdf/retain_2013.pdf

Five Year BS/BA Graduation Rates

SOURCE: http://www.act.org/research/policymakers/pdf/retain_2013.pdf

What is included in a EM Plan?1. Strategic Framework: Mission, Values, Vision2. Overview of Strategic Plan Goals & Institutional Capacity 3. Environmental Scan: Market Trends & Competition Analysis4. Evaluation and Assessment of Position in Market5. Enrollment Goals, Objectives, & Assessment Criteria6. Marketing and Communication Plan7. Recruitment Plan8. Retention Plan9. Student Aid and Scholarship Funding10. Staff Development and Training11. Student/Customer Service Philosophy12. Process Improvements and Technology System Enhancements13. Internal Communication and Data Sharing Plan14. Campus wide Coordination of Enrollment Activities

Retention PlanI. Introduction and Objectives1. Institutional Mission, Vision and Goals2. Institutional Commitment to Student Success3. Institutional Desired Student Profile & Capacity4. Retention Committee Charge5. Philosophy of Student Success6. Persistence Data of last Five Cohorts7. Campus Assessment Data

II. Goals8. Institutional Enrollment Goals (size, profile, financial

aid/revenue, etc)9. Recruitment Goals10. Student Retention Goals (1st-2nd year, 2-3rd year, 3 or 6

year graduation rate)11. Course Goals (% of students passing)12. Student Outcomes Goals (% employed or continuing

education w/in 6 months)13. Student Satisfaction Goals

III. Tactics and Action Plans1. Messaging and Communicating Expectation in Recruitment Phase2. Orientation Services3. Financial Aid and Scholarship Distribution4. Academic Advising and Academic Support Programs5. First and Second-year Support Programs6. Early Warning System and Mid-Term Grade Policy7. Interventions for Classes & Majors will high failure levels8. Student Activities & Campus Life9. Engagement and Community Building Programs10. Resource Requirements

IV. Assessment and Evaluation11. Annual Retention/Attrition Studies12. New Student and Graduating Student Studies13. Student Satisfaction Studies14. Institutional Priorities Studies15. Exit Interviews and Non Re-enrollee Studies16. Program Audits and Reviews17. Academic Standards Review

ADAPTED FROM: Successful Retention Planning, Lana Low, June 28, 1999, noellevitz.com

RESOURCES• www.act.org (retention study and tracking charts, education policy/tends)• www.ama.com (marketing trends and applications)• www.collegeboard.org (student psychographics• www.collegeresults.org (four-year retention benchmarking)• www.educationalpolicy.org (retention calculator)• www.nces.gov (2011 Digest of Education Statistics)• www.higheredinfo.org (college participation rates)• www.noellevitz.com (funnel analysis)• www.stamats.com (teen and parent trend analysis)• www.wiche.org (student projections)• www.educationtrust.org (k-18 environmental scans and best practices)• www.lumina.org (research)• www.greentreegazette.com• www.pewinternet.org (communication and internet trends)• www.postsecondary.org (education trends and issues reports)• www.communicationbriefings.com (tactics and analysis)• Chronicle of Higher Education August Almanac• Recruitment and Retention in Higher Education

Summary of Key Retention Understandings

• There is no Magic Bullet – Retention programs must be designed to meet student needs and have an academic success focus

• Retention programs must be multi-faceted• Do not ignore Socio-Economic Factors• Quick Improvements can be made by examining

Processes and Points of Student Interaction• A true team effort must be embraced: IR,

Academic Programs, Student Affairs, Enrollment Management, etc.

QUESTIONS?