Student Success and Retention

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Student Success and Retention
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National Statistics on Retention
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MnSCU and NCC Retention Statistics
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How do they measure?

• Limitations with existing measures.

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Are we off the hook?

• Limitations of existing measures may obscure the
  fact that students who come to us for one or two
  classes are successful even though they show up
  as a retention loss.
• Still . . .

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Comparing NCC to comparable institutions

• Data from IPEDS

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Why does it matter?

• Strategic Planwe decided to become nationally
  known for educational excellence and to improve
  student retention and success rates.

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How do we do that?

• An extensive body of research identifies the
  conditions that best promote retention in
  particular during the students first year of
  college. Here the emphasis is on the conditions
  in which institutions place students rather than
  on the attributes of students themselves. For
  unlike student attributes that are largely fixed
  at entry the conditions in which students seek to
  learn and persist, such as classrooms, are not.

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5 Common Strategies

• High expectations
• Strong support
• Frequent feedback
• Campus involvement
• Meaningful learning

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• We do all of these practices already!

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Presentation Structure

• What is meant by each of these strategies?
• What data do we currently have that indicates how
  well we might be doing?
• What activities are already going on from which
  we could learn?

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High Expectations

• This is what it means . . .

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Data we currently have
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If you want to learn more . . .
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Strong support

• This is what it means . . .

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Data we currently have
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If you want to learn more . . .
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Campus engagement

• Here is what this means . . .

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Data we currently have
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If you want to learn more . . .
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Frequent Feedback
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Data we currently have
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If you want to learn more . . .
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Meaningful Learning

• This is what it means . . .

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Data we currently have
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If you want to learn more . . .
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• "What would it mean for universities to take
  student retention seriously? Among other things,
  universities would stop tinkering at the margins
  of institutional life and make enhancing student
  retention the linchpin about which they organize
  their activities. They would move beyond the
  provision of add-on services and establish those
  conditions within universities that promote the
  retention of all, not just some, students.