1. What We Know & Can Do To Improve College Student Retention
Dr. Alan Seidman
General & Self-Designed Specialization Coordinator
Richard W. Riley College of Education & Leadership
Walden University
155Fifth Avenue South, Suite 100
Minneapolis, MN 55401
© 2010 Seidman

2. Center for the Study of College Student Retention
Visit:
Journal of College Student Retention: Research Theory & Practice
Retention References (over 1,700)
Discussion Blog
Issues
Consulting
Information for Companies
Jobs/Conferences
Affiliates

3. Desired Outcomes
Learn How To Really Help Students Persist
Application of Current Theory & Practice to Local Problems
It’s Really All About The Teaching/Learning Process
It’s Also About Taking Action & Responsibility & Stop Just
Talking About Retention

4. Why Worry About Retention?
Obligation To Students
Reasonable Expectation For Success
Loss Of Time The Non-Renewable Resource 168 Hours Per Week
Upgrading Of Skills For Job Advancement or Skills For Another Job
Turned Off To Future Educational Opportunities
Unhappy Students Tell Others Of Their Experience

5. Lost Tuition & Fees If tuition and fees are $5,000 per term
If only 10 students leave after one term the loss per term is:
- $50,000 per term or
- $150,000 three terms
- $350,000 for seven terms
If 50 students leave after one term the loss per term is:
- $250,000 per term or
- $750,000 for three terms; $1,750,000 for seven terms

6. Burden To Students & Parents
Must Repay Any Loans
Long time to repay
May affect future borrowing
May affect future credit rating

7. Undergraduate Student Aid, by Source
Note: Nonfederal loans are not included here since they involve no subsidies of any kind.
Source: The College Board

8. Distribution of Loan Debt Among Recipients of Undergraduate Degrees and Certificates, 2007-8
Many undergraduates leave college with no student-loan debt, but a small number graduate with significant bills totaling $40,000 or more. This chart shows the percentage of graduates who incurred debt in various ranges as of
No debt
Less than $10,000
$10,000 - $19,999
$20,000 - $29,999
$30,000 - $39,999
$40,000 or more
Bachelor's
34%
14%
19%
15% 9%
10%
Associate
52%
23% 6% 3% 2%
Certificate
37%
21% 5% 1%
All undergraduates
41%
20%
18%
11%
Note: Figures reflect cumulative debt. They include U.S. citizens and residents and exclude PLUS Loans (which are taken out by parents), other loans from family and friends, and credit-card debt. Percentages are rounded and so may not add up to 100 percent.
Source: College Board analysis of U.S. Department of Education data

9. Percentage growth since in average price for tuition, fees, room, and board, adjusted for inflation
Source: College Board, Census Bureau

10. 4-year private colleges
Average College Costs,
4-year public colleges
4-year private colleges
2-year public colleges
Resident
Commuter
Out of state
Tuition and fees
$7,020
$18,548
$26,273
$2,544
Room-and-board
$8,193
$7,969
$9,363
$8,163 --
$7,202
Books and supplies
$1,122
$1,116
$1,098
Transportation
$1,079
$1,483
$849
$1,332
$1,445
Other
$1,974
$2,318
$1,427
$1,788
$1,996
Total*
$19,388
$19,912
$30,916
$39,028
$38,672
$14,285
Note: These are enrollment-weighted averages. Weighted tuition and fees are derived by weighting the price charged by each institution in by the number of full-time undergraduates enrolled in ; room-and-board charges are weighted by the number of students residing on the campus. Estimates of other budget items are based on reports of institutional financial-aid offices.
*Average total expenses include room-and-board costs for commuter students, which are average estimated living expenses for students living off the campus but not with parents. -- The sample is too small to provide meaningful information..
Source: The College Board

12. Students and Employment, 2008
Gender
Institution
Student type
Total
Male
Female
2-year
4-year
Undergraduate
Graduate
Full-time students
Percent employed
45%
42%
49%
53%
43%
48%
Hours worked per week
Less than 20
16%
13%
18%
14%
20 to 34
20%
19%
21%
27%
17%
35 or more 9% 8%
11%
Part-time students
79%
78%
81%
75%
84%
90%
10% *
25%
26%
24%
44%
39%
51%
40%
74%
* Too few in survey for an accurate percentage
Note: Percentages may not add up to totals because of rounding. The student population examined is between the ages of 16 and 24. A full-time student takes at least 12 hours of undergraduate courses or nine hours of graduate courses.
Source: Census Bureau, U.S. Department of Commerce

13. What We Know About College Student Retention

14. College is Cost Effective to Students
Over Time

15. Unemployment Rates by Level of Education
Less than high-school completion 14.6% 9.0% 7.1%
High school completion, no college % 5.7% 4.4%
Some college, no degree % 5.1% 3.8%
Associate degree % 3.7% 3.0%
Bachelor’s degree or higher % 2.6% 2.0%
Note: Figures are for people 25 years and older
Source: Bureau of Labor Statistics
The Chronicle of Higher Education, Almanac , p. 40.

16. Enrollment Growth, 1998-2008: More Minorities, More Women
Note: Figures include full- and part-time students. Numbers of graduate students include students pursuing professional degrees. Figures for private, two-year institutions are not shown separately but are included in totals shown. Figures are rounded.
Source: Chronicle analysis of U.S. Department of Education data

17. Undergraduate Enrollments by Type of College 10-year Growth, 1998-2008
Note: Figures are based on fall enrollments.
Source: U.S. Department of Education

18. Percent of People 25 Years and Over Who Have Completed High School (Includes Equivalency): 2008  
United States: Estimate: 84.5 Percent, Margin of Error: +/-0.1 Percent
Source: U.S. Census Bureau, American Community Survey

19. Percent of People 25 Years and Over Who Have Completed a Bachelor's Degree: 2008  
United States: Estimate: 27.4 Percent, Margin of Error: +/-0.1 Percent
Source: U.S. Census Bureau, American Community Survey

20. Directly enter college Are still enrolled their 2nd year
Student Pipeline from 9th Grade to College
Of 100
9th
graders
Graduate
from HS
on time
Directly enter college
Are still enrolled their 2nd year
Graduate within 150%
% of population 25 or older with a bachelors degree or higher 2006*
U.S
*Source: U.S. Census Bureau, 2006 American Community Survey
Source: NCES: Common Core Data; IPEDS Residency and Migration, Fall Enrollment, and Graduation Rate Surveys

22. Student College “Fit” Pre College Selection Considerations Socially
Academically
Socially
Source: Witt, P. H., Handal, P. J. (November 1984). Person-environment fit: Is satisfaction predicted by congruency,
environment, or personality? Journal of College Student Personnel, 25,

23. Academic “Fit” SAT/ACT/Assessment Range Middle Low
High
Challenging But Difficult
Challenging
Challenging But Easier
Some Extra Time
A Lot Of Extra Time
Little Extra Time
© 2008 Seidman

24. Social “Fit” A student fitting into the institution socially has been
shown to be an important part of the retention equation.
Social activities
Clubs/special interest groups
Athletic varsity/intramural activities
How can commuter/on-line institutions promote college/student “fit”?

25. Academic & Social “Fit”
College Characteristics or Environment are a reflection of the Institution set by administration/faculty/students
Academic characteristics & standards
Social characteristics & standards
Community characteristics & standards
State characteristics & standards

27. A Word About College Selectivity
A College Is Only As Selective As The Number Of Applications It Receives
For Example:
Seidman University needs 1,000 new students each year to balance the budget ($)
Seidman University Old Main
!WOW!
Seidman University needs to accept 2,000 new students each year to enroll 1,000 new students (Yield rate = 50%)
Seidman University receives 10,000 applications and needs to accept 2,000 to yield 1,000 new students for a 20% acceptance rate. Seidman University is highly selective this year!

28. OH NO! Seidman University Next Year
Seidman University receives 4,000 applications and needs to accept 2,000 to yield 1,000 new students. The acceptance rate is now 50%.

29. Distribution of Colleges by Acceptance Rates, 2008-9
Columns show the percentage of undergraduate institutions in each category that accept a certain proportion of applicants.
  Public
Private
For-profit
Proportion of applicants accepted for admission
4-year
2-year
Less than 10% accepted
0.2%
0.0%
0.6%
2.2%
0.4%
10.0% to 24.9% accepted
2.0%
2.8%
7.8%
25.0% to 49.9% accepted
11.5%
0.5%
14.1%
11.1%
19.2%
6.0%
50.0% to 74.9% accepted
40.6%
1.5%
40.2%
20.0%
16.0%
13.7%
75.0% to 89.9% accepted
22.7%
0.9%
19.5%
3.3%
9.5%
7.4%
90% or more accepted
8.2%
1.2%
9.3%
8.9%
10.9%
12.1%
Institution has no application criteria
14.9%
96.0%
13.5%
46.7%
43.7%
60.6%
Number of undergraduate institutions reporting application data
609
1,023
1,240 90
494
569
Note: Institutions include those enrolling first-time undergraduates seeking degrees or certificates. A small number of institutions did not report application information.
Source: U.S. Department of Education

30. Additional Colleges Applied/Choice
Total Men Women
None
14.13%
15.3%
13.1% 1
10.5%
10.6% 2
13.3%
13.5%
13.2% 3
15.7%
15.8% 4
13.4% 5
9.9%
10.0% 6
7.1%
6.8%
7.5%
7 to 10
12.6%
11.6%
11 or more
3.3%
3.1%
3.5%
College attended is student's:
First choice
60.7%
61.3%
60.2%
Second choice
25.9%
25.3%
26.4%
Third choice
8.7%
8.8%
8.6%
Less than third choice
4.7%
Source: "The American Freshman: National Norms For Fall 2009," UCLA Higher Education Research Institute The Chronicle of Higher Education, Section: The Almanac, 57(1), 32.

31. What The
Data Informs

32. Retention Trends: First to Second Year 1983-2010
Highest %
Lowest %
Current (2010) %
Two-year public
55.7 (‘10)
51.3 (‘04)
55.7
Two-year private
72.6 (‘92)
55.5 (‘08)
58.6
BA/BS public
70.0 (‘04)
66.4 (‘96, ‘05)
67.6
BA/BS private
74.0 (‘89)
68.7 (‘10)
68.7
MA /MS public
71.6 (‘06)
67.3 (‘10)
67.3
MA/MS private
78.0 (‘85)
71.4 (‘10)
71.4
PhD public
78.6 (‘10)
72.9 (‘08)
78.6
PhD private
85.0 (‘85)
80.3 (‘10)
80.3
National
66.7
Source: ACT 2010 Retention/Completion Summary Tables

33. Completion Rates
Completion of associate’s degree in 3years or less
Completion of bachelor’s degree in 5 years or less
Highest %
Lowest %
Current (2010) %
Two-year public
38.8 (‘89)
25.5 (‘09)
28.0
Two-year private
66.4 (‘90)
50.2 (‘08)
53.2
BA/BS public
52.8 (‘86)
39.6 (’06, ‘10)
39.6
BA/BS private
57.5 (‘06)
53.3 (‘01)
55.1
MA/MS public
46.7 (‘86)
37.0 (‘00)
39.0
MA/MS private
58.4 (‘88)
53.5 (‘01)
54.4
PhD public
50.6 (’89, ‘90)
45.0 (‘01)
47.8
PhD private
68.8 (‘86)
63.1 (‘05)
64.7
Source: ACT 2010 Retention/Completion Summary Tables

34. Persistence to Degree Rates for Four-year Public & Private Colleges by Admission Selectivity
Offering Bachelor’s Degrees Only
Offering Bachelor’s and Master’s Degree Only
Offering Bachelor’s, Master’s & Doctoral Degrees
in 4yrs in 5yrs in 6yrs
In 4yrs in 5yrs in 6yrs
in 4yrs in 5yrs in 6yrs
Highly Select
(act 25-30, sat )
Public
Private
75.0
82.9
76.0
87.0
87.1
73.0
77.3
84.0
81.9
86.0
83.6
60.9
75.8
78.6
83.8
81.5
86.5
Selective
(act 21-26, sat )
56.3
63.5
62.5
70.4
72.0
36.9
55.2
54.0
64.9
60.5
66.6
32.8
54.9
53.8
59.4
69.0
Traditional
(act 18-24, sat )
24.2
34.5
40.7
43.6
45.1
45.2
21.6
39.2
37.9
50.4
43.7
52.1
21.2
41.7
39.8
54.4
46.5
57.0
Liberal
(act 17-22, sat )
28.0
32.3
41.0
41.3
43.5
38.9
19.8
31.8
32.9
37.7
38.5
10.4
38.0
30.8
45.7
29.1
54.8
Open
(act 16-21, sat )
14.1
21.1
49.0
26.4
49.6
19.6
39.1
49.1
36.8
51.7
25.3
41.4
57.1
48.1
62.7
All Institutions
25.9
47.9
39.6
55.1
43.4
56.8
23.6
44.4
39.0
55.9
29.0
54.7
47.8
64.7
53.7
68.0
Source: ACT National Collegiate Retention and Persistence to Degree Rates, 2010

35. Nationally After Six Years, 57 Out of 100 or 57% Graduated While 43 Out of 100 or 43% Did Not
OUT OF BUSINESS
Source: The Chronicle of Higher Education. Almanac Issue (1), 10.

36. How Does American Higher Education Measure Up Internationally?
Source: Organisation of Economic Co-operation and Development (OECD). Data represent the percentage of adults with an associate's degree or higher in Wagner, A. (September 2006). Measuring up internationally: Developing Skills and Knowledge for the Global Knowledge Economy. The National Center for Public Policy and Higher EducationNational Center Report #06-7

37. How Does American Higher Education Measure Up Internationally?
Source: Organisation of Economic Co-operation and Development (OECD). Data represent the percentage of adults with an associate's degree or higher in Wagner, A. (September 2006). Measuring up internationally: Developing Skills and Knowledge for the Global Knowledge Economy. The National Center for Public Policy and Higher EducationNational Center Report #06-7

38. Various Risk Factors Delayed Enrollment Part-time Attendance
Financially Independent
Have dependent children
Single Parent
No High School Diploma
Work Full-time While Enrolled
SOURCE: U.S. Department of Education, National Center for Education Statistics, 1999–2000 National Postsecondary Student Aid Study (NPSAS:2000).

39. Percentage of 1999–2000 undergraduates with various risk factors, and the average number of risk factors
Any risk factors
Delayed enroll- ment
Part- time attend- ance
Finan- cially inde- pendent
Have depend- ents or children
Single parent
No high school diploma
Work full time while enrolled
Average number of risk factors
Total
75.0
45.5
49.1
50.9
26.9
13.3
7.8
37.8
2.2
Gender
Male
74.8
46.4
48.3
47.5
21.5
9.1
7.5
40.7
2.1
Female
75.2
44.8
49.8
53.5
31.0
16.5
8.1
35.7
2.3
Race/ethnicity
White, non-Hispanic
72.7
42.8
48.7
23.7
10.0
6.1
37.2
2.0
Black, non-Hispanic
81.5
53.1
49.3
62.4
28.9
9.7
2.7
Hispanic*
81.4
52.2
54.3
32.4
17.3
12.3
41.4
2.4
Asian
73.5
49.7
45.6
47.7
18.5
14.1
24.9
1.9
American Indian/Alaska Native
83.9
57.9
56.6
65.9
37.5
21.1
13.2
46.7
2.8
Native Hawaiian/Other Pacific Islander
79.1
53.4
48.2
20.1
9.6
11.4
30.7
Other
71.5
35.2
43.5
18.4
8.0
34.4
*Priority was given to Hispanic ethnicity regardless of race chosen.
SOURCE: U.S. Department of Education, National Center for Education Statistics, 1999–2000 National Postsecondary Student Aid Study (NPSAS:2000).

40. What Matters In Student Retention: Student
The rigor of the high school curriculum is the strongest indicator of degree completion
Enrolling by the January after high school graduation increases chances of degree completion
Earning at least 20 credits at the end of the first year (4yr college) is important. Students who earned less only 22% earned a degree
Earning more then 4 credits during the summer correlated positively to degree completion
Switching majors did not influence degree completion
2nd year important for students to catch up with first year lack of momentum
60% attended more than one college and 35% attended more then two
Source: Hoover, E. (February 24, 2006). Study finds school-college disconnect’in curriculum. The Chronicle of Higher Education, LII(25), 1, 37.

41. Potential Risk Factor or Student Opportunity
60% attended more than one college and 35% attended more then two. How do you treat transfers?
Or….how many of your students are taking mixed (blended) courses?
On campus plus
Off-campus your institution
Off-campus another institution
Internet course your campus
Internet course another institution
Above combinations such as on campus, off campus, internet
How does this affect the student?

42. What Matters In Student Retention: College
Student involvement (integration, engagement) with the institution especially in the 1st year
Formal Informal
Faculty
Connections to past communities
Classroom learning communities
Residential learning communities
Non-residential activities
2 yr vs. 4 yr
Classroom practice/faculty actions in the classroom
Academic & Social Systems
Source: Hoover, E. (February 24, 2006). Study finds school-college disconnect’ in curriculum. The Chronicle of Higher Education, LII(25), 1, 37.

44. What We Know About Minority
Student Retention

45. Commonalities: American Indian, African American, Hispanic Students
(Negative)
Lack of academic preparation
Lack of a critical mass of students with similar ethnic characteristics
Initial enthusiasm displayed by recruitment process but subsequent disappointment once enrolled
Financial need

46. Commonalities: American Indian, African American, Hispanic Students
(Positive)
Mentor programs
Financial Aid
Groups and clubs for minority groups
Summer pre college academic programs
Multicultural centers
Inclusive and meaningful curriculum

47. Action Steps To Help Solve The Retention/Attrition Problem For Minority Students (pre College)
Lack of academic preparation
Lack of a critical mass of students with similar characteristics
Initial enthusiasm displayed by recruitment process but subsequent disappointment once enrolled
Financial need
ISSUE S
SOLUTION S
Adopt a school district
Provide teachers
Provide mentors
Visit families at home/bring to campus
Provide aid

48. What We Know About First Generation
College Students

49. 1st Generation College Students 1971 to Present
Due to increase in education levels in U.S. proportion of first-generation
First-time full-time college students have declined
African American decline is a concern since it is greater then the decline in
education for African Americans in general
Hispanics remain the least educated group, 69.1% lacked a college education in 2005
Hispanics have the highest proportion for first-generation college students
at 4 year colleges (38.2%)
Students of parents who did not attend college report that their parents encourage college attendance at a greater rate then their peers whose parents have a college education
Worked 20+ hours per week in high school and 55% expect to get a job to help pay for college
Source: Saenz, V.B., Hurtado, S., Barrera, D., Wolf, D., & Yeung, F. (2007). First in my family: a profile of first-generation college students at four-year institutions since Los Angeles: Higher Education Research Institute, UCLA

50. 1st Generation College Students 1971 to Present
More first-generation students considered financial factors as very important
in their college choice considerations
Considered close proximity of college to home (within 50 miles) a very
important reason for choosing the college attended
Less likely to live on campus
Rely on advice of high school counselor and relative in deciding to attend a particular college
A widening gap in self-ratings of high school math and writing ability with other students
Lower educational aspirations
Likely to choose to attend a private college for reasons of size and financial assistance
Source: Saenz, V.B., Hurtado, S., Barrera, D., Wolf, D., & Yeung, F. (2007). First in my family: a profile of first-generation college students at four-year institutions since Los Angeles: Higher Education Research Institute, UCLA

51. What We Tend Not To Pay Attention To

52. Different Types of Student Departure
System: From the educational system
Institutional: From a particular college
Major: A specific discipline/program
Course: A particular course
Voluntary: A student leaves on his/her own
Involuntary: A college lets a student go

53. Defining Retention/Attrition
Define Retention/Attrition: Terminology Not Always The Same or Simple
Attrition: a student who fails to reenroll at an institution in consecutive terms
Dismissal: a student who is not permitted to continue enrollment by the institution
Dropout: a student whose initial educational goal was to complete at least a
bachelor’s degree but did not complete it
Mortality: failure of a student to remain in college until graduation
Persistence: the desire and action of a student to stay within the system of higher
education from beginning through degree completion
Retention: ability of an institution to retain a student from admission through
graduation
Stopout: a student who temporarily withdraws from an institution or system
Withdrawal: departure of a student from a college campus
Berger, J. B., & Lyons, S. (2005). Past to present: A historical look at retention. In Seidman, A.  (Ed.). College student retention: Formula for student success. Praeger Press. 

54. Definitions: So What’s in a Meaning?
How do you define retention?
Is it similar to how your peers define it?
Who decides on the definition, local, state, federal, (one,
two or all three)? Are they the same or different? Are they
appropriate for your institution?
Who judges if all colleges are complying with the
definition?
Are there exclusions?
Can a college decide on its own definition?

55. Defining Retention/Attrition
How Do You Define Retention/Attrition On Your Campus?
PROGRAM RETENTION: Tracks the full-time, first-time student in a degree program over time (6yrs/4yr college, 3yrs/2yr college) to determine whether the student has completed the program.
COURSE RETENTION: The number of students enrolled in each credit course after the course census date and the number of students who successfully complete the course with an A-D grade at the end of the semester.
STUDENT RETENTION: If a student does not enroll for two consecutive regular semesters, determine whether the student has achieved his/her academic and/or personal goals.
COLLEGE SPECIFIC:
© 1999 Seidman

56. A Few Retention Theories
Astin's (1977, 1985) Theory of Involvement
The more involved a student is with the college, the higher likelihood of student retention.
Bean's (1980, 1983) Model of Work Turnover to Student Attrition
Used concepts from organizational studies of worker turnover. Examines how organizational attributes and reward structures affect student satisfaction and persistence.
Bean and Metzner's (1985) Nontraditional Student Attrition
Environmental factors have a greater impact on departure decisions of adult students than academic variables.
Kamens (1971, 1974)
Used multi-institutional data to demonstrate how colleges of greater size and complexity had lower attrition rates.
McNeely (1937) "College Student Mortality"
Examined many factors in college student retention including time to degree, when attrition was most prevalent in a student's education, impact of college size etc.
Spady Model (1971)
Interaction between student characteristics and campus environment 
Summerskill (1962)
Personality attributes of students is the main reasons for persistence and leaving.
Tinto Model (1975, 1993)
Academic and social integration with the formal and informal academic and social systems of a college.
Most of these theories have been taken from:
Berger, J. B., & Lyons, S. (2005). Past to present: A historical look at retention. In Seidman, A.  (Ed.). College student retention: Formula for student success. Praeger Press. 
Braxton, J. M. & Hirschy, A. S.( 2005). Theoretical Developments in the study of college student departure. In Seidman, A. (Ed.). College student retention: Formula for student success. Praeger Press.

57. What We Can Do To Improve Retention
&
The Teaching Learning Process

58. Retention Questions for Action
Statement of the Problem What Problem Are You Trying To Solve?
Define Retention/Attrition What Is Your Definition of Retention?
Gather Data/Benchmark Compare with Peers (are you satisfied with your results?)
Know Your Students Know Your Student Profile
Model for Your Interventions Tinto/Astin/Bean
What Do You Plan to Do? See next slides
How Do You Plan To Do It? Implementation
Assign Responsibility Who is going to do what (Faculty, Student Affairs Staff, Institutional Research etc.)
Evaluation Plan: Evaluate/Modify Where Necessary

59. Know Your Students
What is the profile of a successful student on your campus?
What is the profile of an unsuccessful student on your campus?
What do you do when you accept and enroll a student with a profile
of an unsuccessful student?
What do you do with students with a successful student profile?
Do you track changes in student behaviors both academically &
personally over time?

60. Before You Can Take Action
Administrative Support
STOP
Do You Have?
Data NO
Do You Have a Problem or Want to Take Action
YES
Retention Committee
Examination of Services
Readings
Definitions
Plan of Action
© 2008 Seidman

61. A Retention Formula For Student Success
“FOR INTERVENTION PROGRAMS AND SERVICES TO BE SUCCESSFUL
THEY MUST BE POWERFUL ENOUGH TO EFFECT CHANGE”
*RET = E ID + ( E + IN + C ) IV
*RETENTION=EARLYIDENTIFICATION +(EARLY+INTENSIVE+CONTINUOUS)INTERVENTION
*©Seidman2001

62. A Retention Formula For Student Success
“FOR INTERVENTION PROGRAMS AND SERVICES TO BE SUCCESSFUL
THEY MUST BE POWERFUL ENOUGH TO EFFECT CHANGE”
EARLYIDENTIFICATION +
(EARLYINTERVENTION +
INTENSIVEINTERVENTION +
CONTINUOUS)INTERVENTION
*©Seidman2001

64. Seidman Student Success Model
“It’s all about the teaching learning process and student readiness”
Faculty determine prerequisite (s) for each course
Course Prerequisite
College Wide Services
Academic Support
Career Services
Counseling
Financial Aid Office
Learning Lab
Orientation
Success Center
Competencies Needed
Faculty determine competencies needed
Faculty facilitates group work
Student interactions
Course benchmarks
Course length
Student involvement activities
Course (s)
Next Level Course (s)
©Seidman, 2006

65. Seidman Student Success Model
“It’s all about the teaching learning process and student readiness”
Over the net at student convenience
On campus
Pledge of authenticity
Student Assessment
College Wide Services
Nationally Normed Assessment
Mandatory Placement
Faculty Assessment First Week of Class
Determine Passing Competency Grade to Get Into College Level Course (s)
Determine Number of Chances In Development Course Until Student Does Not Meet “Ability to Benefit”
Writing
Reading
Math
Personal
Student Competency Level
At Level
Yes
Competency Help
Mandatory No
OK Now
Yes
Stop No
©Seidman, 2006

66. Seidman Student Success Model
“It’s all about the teaching learning process and readiness”
Over the net at student convenience
On campus
Pledge of authenticity
Student Assessment
Faculty determine prerequisite( s) for each course
Course Prerequisite
Writing
Reading
Math
Personal
Student Competency Level
Competencies Needed
Faculty determine competencies needed
At Level
Yes
Competency help
Faculty facilitates group work
Student interactions
Course benchmarks
Course length
Student involvement activities
Mandatory No
Courses
OK Now
Yes
Next Level Course
Stop No
©Seidman, 2006

67. Seidman Student Success Formula
Student Not In Need
In Class
Evaluation
Program of Study
Continue
Orientation Activities Career Services
Faculty
Facilitate Student Social Interaction
Student In Need Of Assistance Prior To Enrollment
Notes:
The formula starts with the premise that the student comes first. The teaching learning process is essential for student academic and personal growth and development. The student enters the institution to acquire academic and personal skills necessary to achieve academic and personal goals. Assessment and interventions are a longitudinal process commencing at the time of acceptance and continuing throughout the student’s career at the institution and perhaps beyond. Although the formula appears to be for one term, it is, in essence for all terms a student is at the institution.
Diagnosis/ Prescription
Program Modification
Assessment
Program of Study
Evaluation/ Modify
Monitor
Continue
Retention = Early ID
(Early + Intensive + Continuous) Intervention
Notes:
The formula starts with the premise that the student comes first. The teaching learning process is essential for student academic and personal growth and development. The student enters the institution to acquire academic and personal skills necessary to achieve academic and personal goals. Assessment and interventions are a longitudinal process commencing at the time of acceptance and continuing throughout the student’s career at the institution and perhaps beyond. Although the formula appears to be for one term, it is, in essence for all terms a student is at the institution.
©Seidman, 2003

68. So, Does the Seidman Student Formula Work?
Foothill College, CA Math My Way (MMW)
Previous Math Sequence
Math 250 (Arithmetic)
Math 200 (Pre-Algebra)
Math 101 (Beginning Algebra)
Math 105 (Intermediate Algebra)
New Math Sequence
Math 230 (MMW: Arithmetic Pre-Algebra)
Math 101 (Beginning Algebra)
Math 105 (Intermediate Algebra)
Sources: Silverman, L. (2010). Academic Progress in Developmental Math Courses: A Comparative Study of Student Retention. (Unpublished doctoral dissertation). Walden University, Minneapolis: MN.

69. So, Does the Seidman Student Formula Work?
Foothill College, CA
New Math Sequence
Math 230 (MMW: Arithmetic Pre-Algebra)
Previous Math Sequence
Math 250 (Arithmetic)
1 quarter to complete
Faculty control pacing
5 hrs per week
35 to 1 student faculty ratio
10 hierarchical & sequential modules
Mastery Learning of Concepts
Flexible pacing/student controlled
10 hrs per week
150 to 5 student faculty ratio
Complete minimum 2 modules per term
Peer tutors
Spiral assessment: 100% assigns
87% per modules
Sources: Silverman, L. (2010). Academic Progress in Developmental Math Courses: A Comparative Study of Student Retention. (Unpublished doctoral dissertation). Walden University, Minneapolis: MN.

70. So, Does the Seidman Student Formula Work?
Foothill College, CA
Math My Way (MMW) vs. Old Math Sequence
MMW significantly higher program progression through math sequence
MMW significantly higher math GPA’s
Possible Consequences:
More basic skills students (minorities, women, non-traditional)
complete academic requirements
Began at 2nd grade level in math, college level in 2 yrs
May increase career aspirations
Appeared to turn more students on to math
College increase revenue by keeping students meeting mission
U.S. Census Bureau earnings:
High school graduate $31,289
Associates $39,746
Bachelor’s $57,181
Sources: Silverman, L. (2010). Academic Progress in Developmental Math Courses: A Comparative Study of Student Retention. (Unpublished doctoral dissertation). Walden University, Minneapolis: MN.

72. A Word About … Developmental Courses Financial Aid Orientation
Career Services
Faculty
Learning Resource Center/Library
Leaning/College Communities
College Mission

73. Developmental Courses
Student usually placed in a developmental reading, writing, math course
Placement based on past academic record and/or standardized placement test
Sometimes pre-test at the beginning of the developmental course
Sometimes post-test at the end of the developmental course
Student must obtain a specific grade to continue into the next level course
Regardless of skill needs student is enrolled in a full term course

74. Developmental Courses
Continued………..
College Community Developmental Course Support
Does your assessment identify specific skills in need of remediation?
Does your developmental course skills line up with the skills needed
for the next level course?
Can you divide the developmental course into modules and have a
student only take the one (s) he/she needs?

75. Financial Aid Offices
Second (probably first in many instances) contact with student, in writing, web, telephone, in person
Many mailings to students
Bring in a lot of revenue to the college
Assist students ability to attend
Contact with students during each term
May have the most contact with students during college career except for professors
Not given much status in the college community

76. Financial Aid Offices Continued……….
College Community Financial Aid Office Support
Acknowledge and support the job the FA office and staff performs
Help develop message given students when contacted
(differentiate between adult, distance learning, directly out of HS student)
Know the amount of revenue a FA office brings into the college
Provide the appropriate staff and funding to allow the FA office to do its job efficiently and effectively
Acknowledge different types of students receive FA such as adults
and distance learning students

77. Orientation
Bring students together in a relaxed atmosphere/begin the bonding process to the college and students
Start to acculturate students to the college
Help families understand what their mother/father will experience in the college
Acquaint students with administrative rules and regulations
Help select and design academic programs
Help students find information they need

78. Orientation Continued…….. College Community Orientation Support
Faculty and staff serve as mentors
Have orientation groups meet at least once per term
Continuous all years in the college

79. Career Services To receive FA a student must be in a degree program
Are we making students choose programs too early in their college career
Undecided students leave at a much greater rate then
students with a defined goal
Start the career exploration process early on and do not assume that a student knows what he/she wants to do simply since he/she chose a major.
People change careers many times in their lifetime

80. Career Services Continued……. College Community Career Services Support
Hold career exploration days
Have career exploration part of orientation and/or on-going orientation
Have career exploration built into the curriculum
Use career exploration software
Majors can have speakers talk about their careers
Majors can hold informal student meetings

81. BENEFITS FOR ATTENDING YOUR COLLEGE?
Study of the graduates:
Jobs in field
Salary
Transfer
What happens to those who do not graduate?
Leave
How do you measure your successes and failures?
What do you do to help students succeed and how successful are your programs and services?

82. Learning Resource Center/Library
Provides a place for students to go to study individually or in groups
Help students find resource material
Teaches students where to find material for projects
Help faculty with research

83. Learning/Classroom Communities
Learning Communities (in residence halls/commuter lounge
Grouped by interest area
Grouped by curriculum
Grouped by courses
Classroom Communities
Groups within the classroom (group work)
Outside of Class Communities
Clubs
Sports
Keep in touch (teacher/learner)
Web based classroom discussion
Cafeteria/learning resource center

84. Faculty
Faculty interaction with students outside the formal classroom setting is important for student success
Encourage and promote faculty/student interaction
Realize that faculty have competing interests: research,
publishing, committees, etc.
Value faculty involvement with students in the evaluation/promotion
process.

85. Faculty continued……… College Community Faculty Support
Faculty are not trained to be teachers, rather they are trained to
be experts in their chosen field.
They do not have to be certified, pass any tests and once they
receive tenure are usually not observed by the administration
for teaching effectiveness.
Centers of Excellence: Teach Faculty Methods of Student Learning
Value faculty involvement with students in the evaluation/promotion process.

86. To Recap: Seidman Retention Formula For Student Success
“FOR INTERVENTION PROGRAMS AND SERVICES TO BE SUCCESSFUL
THEY MUST BE POWERFUL ENOUGH TO EFFECT CHANGE”
*RET = E ID + ( E + IN + C ) IV
*RETENTION=EARLYIDENTIFICATION +(EARLY+INTENSIVE+CONTINUOUS)INTERVENTION
college mission statement.
*©Seidman2001

87. Mission Statement Seidman Student Success Model Seidman Says:
“It’s all about the teaching learning process and readiness”
Over the net at student convenience
On campus
Pledge of authenticity
Student Assessment
Faculty determine prerequisite( s) for each course
Seidman Says:
“Be true to your mission. Do not just have it printed, have faculty and staff know it, and use it to guide the university in its interaction with students.”
“Do not recruit students to your campus who will not be successful unless you are willing to provide programs and services to help overcome deficiencies.”
“Philosophy does not have to follow finance. Finance should follow philosophy.”
Course Prerequisite
Writing
Reading
Math
Personal
Student Competency Level
Competencies Needed
Faculty determine competencies needed
At Level
Yes
Competency help
Faculty facilitates group work
Student interactions
Course benchmarks
Course length
Student involvement activities
Mandatory No
Courses
OK Now
Yes
Next Level Course
Stop No
©Seidman, 2006

89. Thank You Dr. ALAN SEIDMAN
General & Self-Designed Specialization Coordinator
Richard W. Riley College of Education & Leadership
Walden University
155Fifth Avenue South, Suite 100
Minneapolis, MN 55401
Editor: Journal of College Student Retention: Research, Theory & Practice
Author: College Student Retention: Formula for Student Success &
Minority Student Retention: The Best of the Journal of College Student Retention