Transcript Career Conference 2009 - Center on Education and Work

Career Conference
2009
From Inspiration to Application
January 26-28, 2009
Helping at-risk students:
The big problem of low retention
rates
1
Purpose
Practical ways to improve retention rates
Objectives:
 Describe important features of retention models (buffet
style)
 List 10 psycho-social factors related to retention
 Describe how personality can interact with retention
2
Overview of Problem
Drop Out Rates by Institution
50%
45%
40%
35%
30%
25%
20%
15%
10%
5%
0%
Series1
2-Year
Bachelors
Masters
Ph.D.
http://www.act.org/research/policymakers/pdf/college_retention.pdf
3
Overview of Problem
Drop Out Rate by Year
25%
20%
15%
Series1
10%
5%
0%
Year 1
Year 2
Year 3
Year 4
4
Costs Involved - Personal
Personal Costs – 5 x 5 group discussion
On one level student retention is about numbers –
….On another level, student retention is about the
moral and ethical commitment that we … make to
every student who enrolls here….
We state unequivocally our commitment to facilitate
the successful journey of every student who comes
here.
Retention Coordinating Group, Strategic Retention Master Plan,
University of Arizona, April 2005, p. 3.
5
Costs Involved - Organizational


For a single student taking 12 credit hours per semester in the first semester of
freshman year:
12 hours x $100.00* = $1,200.00







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Loss of this single student over next 3 years
(6 semesters @ 12 credits per semester) = $7,200.00
Multiply by attrition rate for first-time freshmen of 20%***
(national average rate is 33%):
$7,200.00 x 1,000**** = $7,200,000 loss per year over next 4 to 6 years for this specific
cohort of students
*enter your institution’s tuition-per-credit hour rate here
**enter your institution’s credit hour requirement to graduate here
***enter your institution’s freshman-to-sophomore attrition rate here
****enter your institution’s total loss of students based on attrition rate and population
http://www.nacada.ksu.edu/Regional_Divisions/region3/C20.ppt
Dr. Rich Robbins West Virginia University
6
Costs Involved - Organizational


For a single student taking 12 credit hours per semester in the first semester of
freshman year:
12 hours x $100.00* = $1,200.00




Loss of this single student over next 3 years
(6 semesters @ 12 credits per semester) = $7,200.00
Multiply by attrition rate for first-time freshmen of 20%***
(national average rate is 33%):
$7,200,000 loss per year over next 4 to 6

$7,200.00 x 1,000**** =
years for this specific cohort of students

*enter your institution’s tuition-per-credit hour rate here
**enter your institution’s credit hour requirement to graduate here
***enter your institution’s freshman-to-sophomore attrition rate here
****enter your institution’s total loss of students based on attrition rate and population



http://www.nacada.ksu.edu/Regional_Divisions/region3/C20.ppt
Dr. Rich Robbins West Virginia University
7
Costs Involved - Organizational

Include cost of losing a single student
relative to:






loss of revenue for bookstore
loss of revenue for cafeteria
loss of revenue for local businesses
loss of residence hall fees (if residential campus)
loss of other revenue generated by students on
campus or in community
loss of institutional financial aid
http://www.nacada.ksu.edu/Regional_Divisions/region3/C20.ppt
Dr. Rich Robbins West Virginia University
8
Costs Involved - Organizational
More conceptual, long-term, future effects

loss of future contributions from possible alumni who never
become alumni

cost of bad public relations, such as word-of-mouth of
dissatisfied students, dissatisfied parents, dissatisfied
merchants, etc.

lowered internal morale due to decreased enrollment (fewer
students in classes; fewer students in major departments,
etc.)
http://www.nacada.ksu.edu/Regional_Divisions/region3/C20.ppt
Dr. Rich Robbins West Virginia University
9
Costs Involved - Organizational

Include cost of recruitment of a replacement
student:
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cost of travel expenses for recruiters
costs of hotels, meals, etc. for recruiters
cost of mailings to prospective students (e.g.,
paper, envelopes, stamps)
cost of work hours to recruit a replacement
cost of time away from other tasks
other costs specific to your institution
http://www.nacada.ksu.edu/Regional_Divisions/region3/C20.ppt
Dr. Rich Robbins West Virginia University
10
Costs Involved - Organizational

Multiply each of these costs for a single
student by your institution’s attrition
rate, and add to loss of tuition

The total costs should be enough to get
the attention of the administration
http://www.nacada.ksu.edu/Regional_Divisions/region3/C20.ppt
Dr. Rich Robbins West Virginia University
11
Costs Involved - Organizational

If you can then demonstrate the likelihood that
your program (or proposed program) does or will
increase retention, you can put a monetary value on
your efforts in this area

The decision to drop out is a complex process involving a
series of events which occur over time

All aspects of campus life can have an impact on student
persistence behavior

Carefully designed interventions can exert a positive
influence on persistence behavior
http://www.nacada.ksu.edu/Regional_Divisions/region3/C20.ppt
Dr. Rich Robbins West Virginia University
12
Solutions to Costs
Does your office serve a staff or line function?
Line = focus on mandate; output; teaching
= class hours, graduates, FTEs, etc.
= see themselves as more important
Staff = HR; T & D; Student Services (?)
= offer advice & support ~ overhead
= success defined in terms of line
= sell the problem – not the solution!
13
Solutions to Costs
Most career professionals think of their services
in terms of support ~ overhead.
Needed, valuable and necessary – but still
overhead.
In order to reframe your services it is helpful to
think in terms of a cost-benefit assessment.
14
Cost-benefit Assessment
What is the cost of a retention initiative?

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Minimal = one-hour general orientation
Maximum = 5 FTE/200 at-risk students
What is the benefit?
• Demonstrated increase in retention
• If 20% drop-out rate costs the organization $7.2M+/year
• Then a 10% reduction would save $720,000+/year
• If the cost of the program was $100,000; CBRatio = 7.2
15
Cost-benefit Assessment
During times of economic downturn, funds
will flow to those services that can show a
positive cost-benefit analysis.
Action Research:
• No action without research; no research
without action.
16
Performance Indicators
Improving Student Retention:
the critical role of data
Veronique Johnston,Teaching Fellow
Elaine Thomson, Research Assistant
Napier University, Edinburgh
April 2004
www.napier.ac.uk/qes/studentretentionproject/SRPhome.asp
17
Data Quality and PI Definitions
Data Quality
•Checking
•Agreeing
Definitions
•Population
•Withdrawal
•Failure
•Success
•Progression
Performance Indicators
•End of year outcomes
•Return to study rates
•Progress rates
•Award rates
•Graduation rates
18
Group Discussion 5 x 5
1. In small groups, identify 3 P.I.s to measure
student retention or success
2. For one of these measures agree:• Population or populations of interest
• A definition of the P.I. (e.g. if the P.I. is withdrawal
rate, how is withdrawal defined? Within what time limits?
Does it have to be adjusted for the different populations
identified?)
• Data required to support the P.I.
• Meaning of the P.I. for the institution
19
Good Practice in Tracking &
Monitoring Student Success
1. Clear definitions of different student groups of interest
Can’t do everything at once – but can do something
at once – Zig Ziglar
2. Part of an overall strategy for:
• Supporting Students
• Identifying & addressing retention problems
• Identifying & promoting approaches which enhance
student success
• Informing institutional planning & policy
• Staff development
• Data management
• Resource allocation
20
Good Practice in Tracking &
Monitoring Student Success
3. Development of a portfolio of complementary P.I.s
4. Clarity in meaning & purpose
5. Involvement of staff in P.I. development
6. Consistency
7. Clear responsibility structure
8. Assessment of cost vs benefits
7. Link into student satisfaction
8. Link into student engagement
21
Retention Models
TRANSITIONS MODEL – by William Bridges
http://www.amazon.com/William-Bridges/e/B000AQ4MUS
When Jane Brown drops out, it is a tragedy. When 5,000 drop
out, it is a statistic.
22
Transition Model
Improved Selfawareness
Return to
status quo
Pre-change
Sense of Failure
Stability
Depression; Suicide
Endings
Neutral Zone
Beginnings
23
Transition Model
Improved Selfawareness
Return to
status quo
Pre-change
Sense of Failure
Stability
Depression; Suicide
Endings
Neutral Zone
Beginnings
Slaves in
Red
In desert
Entered promised land -
Egypt
Sea
for 40 Years
No longer slaves
24
Transition Model 5 x 5
Group Discussion:
Pre-change
What changes do most
students experience?
Stability
How are these seen as
losses?
25
Transition Model
Neutral Zone Examples:
How do you answer the question “Who am
I?” after being:
• Divorced
Normalize
• Down-sized
Re-define
• Disabled
Use creatively
26
Transition Model 5 x 5
Group Discussion:
What can student services do to help:
Pre-change
Stability
• normalize the Neutral Zone?
• redefine the Neutral Zone from turmoil
to exploration?
• use it creatively?
Neutral Zone
27
Transition Model
Improved Selfawareness
Return to
status quo
Pre-change
Sense of Failure
Stability
Depression; Suicide
Endings
Neutral Zone
Beginnings
New
New understandings, new values;
Situations
new attitudes; new identities
28
Transition Model
The timing of new beginnings:
“Like any organic process, beginnings cannot be made to
happen by a word or act. They happen when the timing of the
transition process allows them to happen, just as flowers and
fruit appear on a schedule that is natural and not subject to
anyone’s will. That is why it is so important to understand the
transition process and where the people are in it.”
P. 52, Managing Transitions, William Bridges
29
Transition Model
The timing of new beginnings.
While it may be inappropriate to prescribe a
specific beginning for any one person, the
following models clearly detail “beginningfriendly” support services.
30
Retention Models
http://www.maine.edu/system/asa/vincenttinto.php
31
http://www.maine.edu/system/asa/documents/UMainePMWorkshop-HO.ppt
Retention Models

Creating Conditions for Student Success
University of Maine System
March 10, 2008
32
Overview
What
conditions promote student success?
What
are universities doing to promote
student success?
33
Conditions for Student Success
Moving from teaching to learning.
Establishing the conditions within the
college that promote student success
34
Conditions for Student Success
Students will learn more when they are
placed in:
 supportive educational settings that hold
 high expectations for their success,
 provide frequent feedback about their
learning, and
 require them to share learning with others
35
Strategies for Student Success
Intrusive advising, counseling, and
mentoring
 First
year, undecided, and change of major
students
36
Strategies for Student Success
Intrusive advising, counseling, and
mentoring
 Integrated support programs

Learning centers
 Freshman seminars / College Survival
courses
 Supplemental instruction
 Summer Bridge programs

37
Strategies for Student Success
Intrusive advising, counseling, and
mentoring
 Integrated support programs
 Pedagogies of engagement

Cooperative learning
 Problem-based learning

38
Cooperative Learning
Positive
interdependence
Face-to-face interaction
Group processing
Interpersonal and group skills
Individual and group accountability
39
Problem-Based Learning
Groups work to solve meaningful
problem(s)
 Curriculum/assignments geared to the
acquisition of knowledge and skills needed
for problem solution.

40
Strategies for Student Success
Intrusive advising, counseling, and
mentoring
 Integrated support programs
 Pedagogies of engagement
 Learning communities

Curricular learning communities
 Basic skills learning communities

41
Learning Communities
 Students enroll in classes together
 Central theme or problem that organizes the
curriculum
 Students asked to build academic and social
connections
 Team designed and sometimes team taught
 Use of active learning strategies
42
Strategies for Student Success

Intrusive advising, counseling, and mentoring

Integrated support programs

Pedagogies of engagement

Learning communities
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Assessment of student learning
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Entry assessment and placement
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Early warning systems
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Program assessment

Classroom assessment strategies
43
Closing Thoughts

Student success does not arise by
chance
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Access without support is not opportunity
—

Establishing conditions of support in or connected to the
classroom
Student success is a shared responsibility
—

Intentional, structured, and proactive strategies for student
success
Collaboration, coordination, and alignment matter
Assessment matters
—
Assess to improve, not just to prove
44
More Closing Thoughts
Dr. Rich Robbins
“Institutions that are most successful in
retaining their students are most likely
to have used improvements or
redevelopment of the academic
advising program as [part of] a
retention strategy”
45
More Closing Thoughts
Dr. Rich Robbins
“Academic Advising is the only structured
service on campus in which all students
have the opportunity for ongoing, one-toone interaction with a concerned
representative of the institution”
Habley, ACT Educational Services and
NACADA, 1996
46
TypeFocus Model
At-risk Student
Determined Partly by
Retention Program
Career Goal Clarity
Assisted Partly by
Careers Program
47
More Closing Thoughts
Dr. Rich Robbins
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students recruited by and admitted to a
college or university should expect that
programs and services will be available to help
them succeed
student success = student satisfaction =
student retention
programming designed to give the student a
sense of “belonging,” “connectedness,” or
“integration” to the institution has been shown
to be the most significant factor in student
satisfaction and retention in post-secondary
institutions
48
More Closing Thoughts
Dr. Rich Robbins
This sense of being a part of the institution may result
from the student:
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being a member of an athletic team
being a member of a sorority or fraternity
being a member of an extracurricular club
being a member of some other campus group
participating in a mentoring program
participating in a peer group formed as part of a class,
program, residence hall, or other means
participating in part-time employment on campus
participating in any one of a number of other opportunities to
develop a relationship with a member or members of the
institution
49
More Closing Thoughts
Dr. Rich Robbins
an effective retention program must address and
integrate both the academic career and social
life of the student

before developing and implementing strategies
designed to promote retention, specific
questions must be answered:


what is your campus’ definition of retention?
what group or cohort of students do you want to
focus on (i.e., identification of the students at-risk for
attrition on your campus)?
50
More Closing Thoughts
Dr. Rich Robbins

The following interventions have been shown
(among others) to be effective in the retention of
students:

Peer mentoring
Formation of peer groups
Use of behavioral contracts
Intrusive academic advising
Early warning systems
Short-term goal setting
Post-suspension programs
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51
More Closing Thoughts
Dr. Rich Robbins
PEER MENTORING
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selecting and training students who have experienced
what the target population is currently experiencing (ideal,
but not absolute)
provide information, support, and referral to services for
assigned students
resource for academic, social, and emotional support for
assigned students
meet initially with students at orientation or as early as
possible in semester
regularly scheduled meetings throughout semester
52
More Closing Thoughts
Dr. Rich Robbins
PEER GROUPS
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beginning at orientation
assignment of new students to groups with common goals
or tasks
group members get to know at least one other person (and
often several people) with whom they are sharing a common
experience
students share telephone numbers, e-mail addresses, etc. to
promote sense of togetherness
possibly block schedule students into common courses
can utilize a peer mentor with these groups
examples include FIGs and Learning Communities
53
More Closing Thoughts
Dr. Rich Robbins
BEHAVIORAL CONTRACTS
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not legally binding, but impose a sense of social and
personal obligation
can be utilized individually, as part of a peer group or
learning community, or as a requirement to remain in or
return to school
contract delineates specific steps student must take to
successfully complete program
can be signed individually, with a sense of ceremony, or a
common contract can be signed by a group of students
involved in the same program
54
More Closing Thoughts
Dr. Rich Robbins
INTRUSIVE ACADEMIC ADVISING
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proactively providing advising services whether or not the
students request it
via periodic “intrusive” phone calls, e-mails, required
meetings, or other regular interactions between students and
advisors
initial contact at orientation or as early as possible followed by
routine contacts thereafter
such contacts communicate to the student that a
representative of the institution cares
can proactively prevent issues and problems from occurring
55
More Closing Thoughts
Dr. Rich Robbins
EARLY WARNING SYSTEM

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early identification of students who may need intervention
(i.e., students demonstrating various academic at-risk
behaviors)
proactively connects students with services as early as
possible to deal with current situation and prevent further
problems from ever occurring
ideally involves initial faculty intervention with student,
followed by referral as necessary
need faculty buy-in and participation from the start
instrument needs to be easy to use with a feedback loop
so faculty are aware that referral is taken seriously and
intervention is occurring
56
More Closing Thoughts
Dr. Rich Robbins
SHORT-TERM GOAL SETTING
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identification of meaningful short-term goals for student
periodic reinforcement of achieving these goals
could be based on the outcome of a single class, a
homework assignment, a class project, attending a
recommended or required meeting or workshop, or some
other task
examples include Freshman Year Graduation ceremony
or recognition, certificates of completion
need to make sure that tasks eventually become
intrinsically rewarding
57
More Closing Thoughts
Dr. Rich Robbins
POST-SUSPENSION PROGRAMS
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utilized for students who have been academically
suspended
allows students to remain in classes and work toward
reinstatement
suspended students required to enroll in special study
skills and remediation courses developed specifically
for this cohort
needs to be a very structured and closely monitored
program
use of behavioral contracts, intrusive advising, an early
warning system, and other interventions included
required workshops possible alternative
58
More Closing Thoughts
Dr. Rich Robbins
IMPORTANCE OF FACULTY-STUDENT INTERACTION

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research has demonstrated that regular faculty-student
interaction increases levels of student satisfaction, academic
success, and retention
such interactions outside of the classroom specifically shown
to be significant factor in freshman-to-sophomore retention
such interactions correlate positively with intellectual and
personal growth in students
faculty involvement with students in formal classroom settings
as well as in more informal settings can provide sense of
connectedness
59
More Closing Thoughts
Dr. Rich Robbins
OTHER RELEVANT INTERVENTIONS
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Freshman Year Orientation Course
Supplemental Instruction
Study Groups
Study Skills/Test Taking/Time Management Workshops
Goal Setting/Motivation Seminars
Stress Workshops
Learning Centers
Learning Styles Assessments
Special Groups Orientations
Academic Forgiveness Programs
Pre-enrollment Academic Assessments
Pre-enrollment Psychosocial Assessments
Student Survival Guides
University College
Parent Groups
60
Video and Web Resources
More Closing Thoughts
Dr. Rich Robbins
EVALUATION AND ASSESSMENT
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systematic and regular evaluation of programs is
necessary to assess effectiveness
need to tie outcome goals to mission of program, area, and
institution
need to define exact outcomes to assess
need to start with qualitative analysis, followed by
development of quantitative measures
best assessment includes both qualitative and quantitative
measures
assessment/evaluation procedures need to be developed
simultaneously with development of programs
61
Switch Gears to Current Research
Questions or Comments?
Data comes from 78 first-time full-time
students from large state university:
2007-08 year with full GPA and
retention status available
 Not a random sample; voluntary
 TypeFocus data captured at beginning
of school term

62
TypeFocus Research
Retention Research Variables:
• 10 topics based on retention literature
• 3 questions per topic
• Collated for immediate student feedback
• Standardized to 20,000 students
63
TypeFocus Research
Retention Research Variables:
Independent samples t-test comparing
success factor score with students who
were enrolled or not enrolled one year after
registration.
64
TypeFocus Research
Retention Research:
• Accepts Responsibility
• Academic Competitiveness
• Self-esteem
• General Health
• Time Management Skills
• Social Integration
• Social Support
• External Commitments
• Campus Life Events
• Goal Persistence
65
TypeFocus Research
Enrolled – Not-enrolled
Mean: 3.00
• Accepts Responsibility
3.07 – 2.78
• Academic Competitiveness 2.73 – 2.72
• Self-esteem
3.10 – 3.06
• General Health
3.33 – 2.56
• Time Management Skills
3.07 – 2.50
• Social Integration
3.17 – 3.22
• Social Support
3.37 – 2.67
• External Commitments
3.50 – 2.89
• Campus Life Events
2.93 – 3.17
• Goal Persistence
3.30 – 2.67
66
TypeFocus Research
Retention Research:
• Accepts Responsibility
3.07 – 2.78
P < 0.01
P < 0.07
• Academic Competitiveness 2.73 – 2.72
• Self-esteem
3.10 – 3.06
• General Health
3.33 – 2.56
• Time Management Skills
3.07 – 2.50
• Social Integration
3.17 – 3.22
• Social Support
3.37 – 2.67
• External Commitments
3.50 – 2.89
• Campus Life Events
2.93 – 3.17
• Goal Persistence
3.30 – 2.67
67
TypeFocus Research
Group Statistics
Combo-GenHealth & Soc
Supprt & External Comm
ENROLLMENT STATUS
FOR FALL 2008
>= 1.00
< 1.00
N
60
18
Mean
10.20
8.11
Std.
Deviation
1.83
1.88
Std. Error
Mean
.24
.44
P < 0.001
68
TypeFocus Research
16
14
12
10
8
6
Count
4
ENROLLMENT STATUS FO
2
NOT ENROLLED
0
ENROLLED
5
6
7
8
9
10 11 12 13 14
Combo-GenHealth & Soc Supprt & External Comm
69
TypeFocus Research
P < 0.02
Data captured by university:
ETHNICITY - 9 CATEGORY * ENROLLMENT STATUS FOR FALL 2008 Crosstabulation
Count
ETHNICITY
-9
CATEGORY
Total
AFRICAN AMERICAN
LATINO AMERICAN
SOUTHEAST ASIAN
AMERICAN
ASIAN AMERICAN
FILIPINO AMERICAN
EUROPEAN AMERICAN
OTHER
NO RESPONSE OR
DECLINE
ENROLLMENT STATUS
FOR FALL 2008
NOT
ENROLLED
ENROLLED
4
1
7
12
7
18
Total
5
19
3
3
7
1
27
3
7
1
34
3
6
6
60
78
70
TypeFocus Research
P < 0.03
Data captured by university:
ETHNICITY - 9 CATEGORY * Social Support Crosstabulation
Count
ETHNICITY
-9
CATEGORY
Total
AFRICAN AMERICAN
LATINO AMERICAN
SOUTHEAST ASIAN
AMERICAN
ASIAN AMERICAN
FILIPINO AMERICAN
EUROPEAN AMERICAN
OTHER
NO RESPONSE OR
DECLINE
Very Low
1
5
Social Support
Low
Average
4
4
6
High
Very High
5
19
4
3
1
1
8
1
5
Total
3
5
1
1
14
2
9
1
9
4
2
38
17
7
1
34
3
6
10
78
71
TypeFocus Research
Social Integration * ENROLLMENT STATUS FOR FALL 2008
Crosstabulation
Count
Social
Integration
Total
Very Low
Low
Average
High
Very High
ENROLLMENT STATUS
FOR FALL 2008
NOT
ENROLLED
ENROLLED
2
4
13
6
20
8
23
2
18
60
P<0.90
Total
2
17
26
31
2
78
72
TypeFocus Research
Social Integration * Extravert-Introvert Type Crosstabulation
Count
Social
Integration
Total
Very Low
Low
Average
High
Very High
Extravert-Introvert Type
Introvert
Extravert
2
8
9
10
15
10
21
2
30
47
P < 0.25
Total
2
17
25
31
2
77
73
TypeFocus Research
Low Integration - Ext vs Intr * ENROLLMENT STATUS FOR FALL 2008
Crosstabulation
Count
Low
Integration Ext
vs Intr
Total
Introvert
Extravert
ENROLLMENT STATUS
FOR FALL 2008
NOT
ENROLLED
ENROLLED
10
4
5
4
15
Total
10
9
19
P < 0.02
74
TypeFocus Research
In this case, all 10 students with very
low to low scores on Social Integration
who were Introverts persisted.
Only 5 of the 9 Extraverts did.
Understanding personality type helps
tease out some explanations.
75
TypeFocus Research
Quick sample of other findings made
clearer by adding personality type into
the mix.
76
TypeFocus Research
Correlations
High
School
Average
Grade
High School Average
Grade
Competitive Attitude
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
Competitive
Attitude
.180**
.000
19402
**. Correlation is significant at the 0.01 level (2-tailed).
77
TypeFocus Research
50
40
30
Competitive Attitude
1
20
2
3
Percent
10
4
0
5
1.50 2.00 2.30 2.70 3.00 3.30 3.70 4.00
High School A verage Grade
78
TypeFocus Research
16
14
12
10
8
6
Percent
4
Juding-Perceiving Pe
2
Judging
0
Perc eiv ing
1.00
CompetA t
2.00
3.00
4.00
5.00
79
TypeFocus Research
Correlations
Grouped
ACT Data
Grouped ACT Data
High School Average
Grade
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
High
School
Average
Grade
.381**
.000
7752
**. Correlation is significant at the 0.01 level (2-tailed).
80
TypeFocus Research
Correlations
Grouped
ACT Data
Grouped ACT Data
Competitive Attitude
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
Competitive
Attitude
-.005
.659
7649
P < 0.66
81
TypeFocus Research
20
Competitive Attitude
10
1
2
Percent
3
4
0
5
1.00
2.00
3.00
4.00
5.00
Grouped ACT Data
82
TypeFocus Research
Average High School Grades and ACT
scores are highly correlated.
Why would competitive attitude be
correlated with High School Grades
and not correlated with ACT scores?
83
TypeFocus Research
Correlations
High
School
Average
Grade
High School Average
Grade
TimeMngt
Pearson Correlation
Sig. (2-tailed)
N
Pearson Correlation
Sig. (2-tailed)
N
TimeMngt
.155**
.000
19402
**. Correlation is significant at the 0.01 level (2-tailed).
84
TypeFocus Research
20
10
Percent
Juding-Perceiving Pe
Judging
0
Perc eiv ing
1.00
TimeMngt
2.00
3.00
4.00
5.00
85
TypeFocus Research
Correlations
High
School
Average
Grade
High School Average
Grade
SocInteg
Pearson Correlation
Sig . (2-tailed)
N
Pearson Correlation
Sig . (2-tailed)
N
SocInteg
.121**
.000
19402
**. Correlation is significant at the 0.01 level (2-tailed).
86
TypeFocus Research
16
14
12
10
8
6
Percent
4
Extravert-Introvert
2
Extrav ert
0
Introv ert
1.00
SocInteg
2.00
3.00
4.00
5.00
87
Failure to Thrive Model
Supported in
Transition?
Psycho-Social
General Health
External Demands
Yes
No
Poor Skills
Good Skills
Low Aptitude
High Aptitude
Struggle with transition:
• Need basic training
• May drop courses
• Attend summer school
• Change major
• Transfer – college/trade
• May be a “stop-out”
Succeed with transition:
• Most will persist
• A few may have
“learned what they need
to learn” and drop-out
but they are functioning
at a higher level.
Struggle with transition:
• Lost souls
• dramatic failure – low
GPA in first term
• 55% of Fall ’08 dropouts had GPA < 1.3 at
end of Fall ‘07
Struggle with transition:
• Lower than expected GPA
• Fragile – at risk for
negative events – Albert
Ellis and Rational Emotive
Therapy (Not the actions
but the beliefs that do you
in.) A  B  C
88
Poor Skills/Low Aptitude?
Group Statistics
Enrollment by low GPA
Combo-TimeMng & Goal
>= 1.00
Persistence
< 1.00
Combo-GenHealth
Soc
>= 1.00Test
nde
nt Sa&
mples
Supprt & External Comm
< 1.00
N
18
14
18
14
Mean
6.17
5.14
9.50
7.79
Std.
Deviation
1.69
1.75
2.04
1.89
Std. Error
Mean
.40
.47
.48
.50
t- tes t for
t
Sig .
( 2- tailed)
df
1.675
30
.104
1.668
27.606
.107
2.437
30
.021
2.461
29.006
.020
The students completed their questionnaire in Fall ’07  above = Fall ‘08
89
Summary
Take heart – complex but do-able
Collect data – sell the problem!
Start small – build cost-benefit partners
Thank you for your time!
90