10/8/2014
Against All Odds
Heather Novak PhD, Statistical
Research Analyst, Office of Institutional
Research
Tae Nosaka, Director of the Key
Communities, Center for Advising and
Student Achievement
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
Colorado State University
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Why Key?
• 1998 Institutional
Research Study
– Persistence
– Academic Performance
– Satisfaction
With attention to the
experience of Students
of Color, First
Generation to College,
Pell Eligible, and
Residency
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10/8/2014
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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
60%
52%
% of All Departures
50%
40%
30%
30%
20%
10%
7%
7%
4%
0%
1st year 2nd year 3rd year 4th year 5th year
Adapted from Institutional Research,
Freshman Retention Report, Fall
2012
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Early connections are most effective
Opportunity
for
Impact
First weeks of class
Pre-enrollment
Application/
Admission
Application………………………………Year End
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Overall Goals of 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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Structure of the Key Communities
Curricular and Co‐Curricular Engagement
• Co‐enrollment in Course Clusters
• Interdisciplinary Seminars
• Dedicated Faculty
Embedded Feedback and Support
• 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
Building Community
• Designated residence hall community • Key Orientation
• Traditions
Research
Study
1. Does participation in the Key Communities have a positive impact on a student’s likelihood of being retained and graduating?
2. Does the impact of participating in Key vary based on a student’s demographics and academics?
Colorado State University
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Colorado State University
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Colorado State University
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Key average index=111
Non‐Key average index=114
Colorado State University
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Colorado State University
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Colorado State University
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Includes FA05 & FA06 cohorts
Includes FA05, FA06, & FA07 cohorts
Includes FA05, FA06, FA07, & FA08 cohorts
Colorado State University
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10/8/2014
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
Colorado State University
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708*.098 =
1991*.0829 =
*indicates the proportions are statistically different (α=.01)
Colorado State University
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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 of being in Key
•
•
•
•
•
•
106 average index
67% First Generation
100% Minority
73% Pell Recipients
75% Female
87% Resident students
Colorado State University
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Colorado State University
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Colorado State University
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Implications for Practice
Retention and Graduation Rates
Considerations of Learning Community Design
Scaling Up to Become an Institutional Intervention
Collaborations between IR and LC
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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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