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Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Four-Year Graduation Rates of Full-Time Freshmen by Responses to.

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Presentation on theme: "Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Four-Year Graduation Rates of Full-Time Freshmen by Responses to."— Presentation transcript:

1 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Four-Year Graduation Rates of Full-Time Freshmen by Responses to the CIRP Freshman Survey (2009) Dr. Braden J. Hosch Asst. Vice President for Institutional Research, Planning & Effectiveness March 13, 2014

2 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Inputs significantly influence graduation rates Responses to 2009 CIRP Freshman Survey confirm this, with items falling into four broad areas: High School Academics Social Experience in High School Admissions & Financial Aid Plans for Campus Engagement OVERVIEW

3 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey CIRP Freshman Survey Nationally benchmarked, in field since early 1970s Administered at SBU orientation 88% response rate for freshmen entering in 2009 Linked to graduation outcomes before 9/1/ (36%) provided IDs 48.0% grad rate of sample, compared to 46.2% overall 2-tailed chi square test for item significance METHODOLOGY

4 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Correlation, not causation Graduation rate outcomes are associated with, not caused by survey responses or program participation Limitations of survey data – respondents may: Forget Exaggerate Lie CAVEATS

5 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Significant factors included: HIGH SCHOOL ACADEMICS High school grades Working with other students on class assignments AP Exams taken Community service as part of class Skipping class/school Drive to achieve Taking notes during class Self-confidence (intellectual

6 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey High School Grades FOUR-YEAR GRADUATION RATES BY

7 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Number of AP Exams Taken FOUR-YEAR GRADUATION RATES BY

8 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Frequency of Skipping School/Class FOUR-YEAR GRADUATION RATES BY

9 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Frequency of Taking Notes in Class FOUR-YEAR GRADUATION RATES BY

10 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Frequency of Working with Other Students FOUR-YEAR GRADUATION RATES BY

11 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Frequency of Community Service in Class FOUR-YEAR GRADUATION RATES BY

12 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Self-Rated Drive to Achieve FOUR-YEAR GRADUATION RATES BY

13 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Self-Rated Self-Confidence (Intellectual) FOUR-YEAR GRADUATION RATES BY

14 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Significant factors included: SOCIAL EXPERIENCE IN HIGH SCHOOL Smoking cigarettes Time spent playing video games Drinking alcohol Spirituality Views on marijuana legalization Parents status (alive, married)

15 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Frequency of Smoking Cigarettes in Past Year FOUR-YEAR GRADUATION RATES BY

16 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Frequency of Drinking Alcohol in Past Year FOUR-YEAR GRADUATION RATES BY

17 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey View on Marijuana Legalization FOUR-YEAR GRADUATION RATES BY

18 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Time Spent Playing Video Games FOUR-YEAR GRADUATION RATES BY

19 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Self-Rated Spirituality FOUR-YEAR GRADUATION RATES BY

20 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Parents’ Status FOUR-YEAR GRADUATION RATES BY

21 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Significant factors included: ADMISSIONS AND FINANCIAL AID Importance to parents of student attending SBU Could not afford first choice Financial assistance from SBU Admission through early decision Not offered financial aid by first choice Rankings in national magazines

22 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Importance to Parents of Student Attending SBU FOUR-YEAR GRADUATION RATES BY

23 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Importance of Offer of Financial Aid from SBU FOUR-YEAR GRADUATION RATES BY

24 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Importance of No Aid Offer from 1 st Choice FOUR-YEAR GRADUATION RATES BY

25 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Importance of Unaffordability of 1 st Choice FOUR-YEAR GRADUATION RATES BY

26 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Importance of Early Action/Decision FOUR-YEAR GRADUATION RATES BY

27 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Importance of Rankings in National Magazines FOUR-YEAR GRADUATION RATES BY

28 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Significant factors included: PLANS FOR CAMPUS ENGAGEMENT Planned living arrangements Plans to participate in student groups Goal to participate in community action program View on college’s right to ban controversial speakers Plans to participate in volunteer/community svc. Goal to become an authority in a field

29 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Planned Living Arrangements FOUR-YEAR GRADUATION RATES BY

30 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Goal to Participate in a Community Action Program FOUR-YEAR GRADUATION RATES BY

31 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Anticipated Participation in Volunteer Work FOUR-YEAR GRADUATION RATES BY

32 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Anticipated Participation in Student Clubs FOUR-YEAR GRADUATION RATES BY

33 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey View on College Right to Ban Controversial Speakers FOUR-YEAR GRADUATION RATES BY

34 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Importance of Becoming Authority in a Field FOUR-YEAR GRADUATION RATES BY

35 Office of Institutional Research, Planning & Effectiveness Source: CIRP Freshman Survey Acknowledging caveats, results can be useful in planning Sharing results with students / parents in programming venues may prompt discussion Results may yield more value over time with consistent survey administration DISCUSSION

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