Effective practices for two-year and four-year ...

[Pages:28]HIGHER ED BENCHMARKS

2017 Effective Practices Report for Student Success, Retention, and Completion

Effective practices for two-year and four-year undergraduate colleges and universities, as rated by

campus officials in a June 2017 poll

STUDENT SUCCESS

2017 Effective Practices Report for Student Success, Retention, and Completion

Table of Contents

13 POPULATION-SPECIFIC PROGRAMS......................................................................................................... 3 13 ONLINE LEARNER PRACTICES.................................................................................................................... 6 28 GENERAL STRATEGIES AND TACTICS..................................................................................................... 9 30 MANAGEMENT PRACTICES........................................................................................................................ 15 GENERAL TREND OF COHORT GRADUATION RATE............................................................................... 21 QUALITY RATINGS FOR THREE LEADERSHIP PRACTICES.................................................................... 22 INFLUENCE OF PERFORMANCE-BASED FUNDING................................................................................. 24 RESPONDENT PROFILE.................................................................................................................................... 25

? Ruffalo Noel Levitz | 2017 Effective Practices Report for Student Success, Retention, and Completion

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STUDENT SUCCESS

13 Population-Specific Programs for Student Success/Retention/Completion Ordered by Percent Rated "Very Effective"

Population-Specific Programs

INSTITUTIONS USING PROGRAM

VERY EFFECTIVE

Four-year private institutions

Programs designed specifically for first-year students (e.g., orientation for first-year students, a first-year experience program)

Honors programs for academically advanced students

Programs designed specifically for international students

Programs designed specifically for adult/nontraditional students

Programs designed specifically for students who are at risk academically

Programs designed specifically for online learners

Programs for first-generation students

Programs designed specifically for transfer students

Programs designed specifically for students who are at risk for reasons other than academics

Programs designed specifically for veterans

Programs designed specifically for underrepresented populations

Programs designed specifically for second-year students

96.2%

60.8% 54.4% 50.6% 82.3% 39.2% 48.1% 55.7% 62.3% 38.0% 58.2% 40.5%

43.4%

37.5% 27.9% 27.5% 23.1% 22.6% 21.1% 18.2% 16.7% 16.7% 13.0% 6.3%

Programs for part-time students

26.6%

4.8%

SOMEWHAT EFFECTIVE

50.0%

41.7% 37.2% 55.0% 58.5% 41.9% 50.0% 50.0% 47.9% 40.0% 63.0% 62.5% 38.1%

MINIMALLY EFFECTIVE

VERY OR SOMEWHAT EFFECTIVE

6.6%

20.8% 34.9% 17.5% 18.5% 35.5% 28.9% 31.8% 35.4% 43.3% 23.9% 31.3% 57.1%

93.4%

79.2% 65.1% 82.5% 81.5% 64.5% 71.1% 68.2% 64.6% 56.7% 76.1% 68.8% 42.9%

? Ruffalo Noel Levitz | 2017 Effective Practices Report for Student Success, Retention, and Completion

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2017 Effective Practices Report for Student Success, Retention, and Completion

Population-Specific Programs

INSTITUTIONS USING PROGRAM

FFoouurr--yyeeaarrppruivbaltice iinnssttiittuuttiioonnss

Honors programs for academically advanced students

77.8%

Programs for first-generation students

66.7%

Programs designed specifically for underrepresented populations

85.2%

Programs designed specifically for veterans

Programs designed specifically for first-year students (e.g., orientation for first-year students, a first-year experience program)

Programs designed specifically for international students

Programs designed specifically for second-year students

Programs designed specifically for students who are at risk academically

77.8% 85.2% 77.8% 23.1% 85.2%

VERY EFFECTIVE

61.9% 44.4% 34.8% 33.3% 26.1%

23.8% 16.7% 13.0%

Programs designed specifically for adult/nontraditional students

48.1%

7.7%

Programs designed specifically for transfer students

Programs designed specifically for online learners

Programs designed specifically for students who are at risk for reasons other than academics

63.0% 66.7% 59.3%

5.9% 5.6% 0.0%

Programs for part-time students

29.6%

0.0%

SOMEWHAT EFFECTIVE

33.3% 22.2% 47.8% 52.4% 69.9% 52.4% 33.3% 47.8% 38.5% 47.1% 44.4% 68.8% 25.0%

MINIMALLY EFFECTIVE

VERY OR SOMEWHAT EFFECTIVE

4.8% 33.3% 17.4% 14.3% 4.3% 23.8% 50.0% 39.1% 53.8% 47.1% 50.0% 31.3% 75.0%

95.2% 66.7% 82.6% 85.7% 95.7% 76.2% 50.0% 60.9% 46.2% 52.9% 50.0% 68.8% 25.0%

? Ruffalo Noel Levitz | 2017 Effective Practices Report for Student Success, Retention, and Completion

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STUDENT SUCCESS

Population-Specific Programs

INSTITUTIONS USING PROGRAM

FTowuor-year pruibvalitceininssttitituuttioionnss

Honors programs for academically advanced students

63.9%

Programs designed specifically for veterans

55.6%

Programs for first-generation students

55.6%

Programs designed specifically for underrepresented populations

Programs designed specifically for first-year students (e.g., orientation for first-year students, a first-year experience program)

Programs designed specifically for transfer students

Programs designed specifically for online learners

55.6% 91.7% 25.0% 52.8%

Programs designed specifically for second-year students

13.9%

VERY EFFECTIVE

39.1% 30.0% 30.0% 25.0%

24.2%

22.2% 21.1% 20.0%

Programs for part-time students

27.8%

20.0%

Programs designed specifically for international students

33.3%

16.7%

Programs designed specifically for adult/nontraditional students

Programs designed specifically for students who are at risk academically

Programs designed specifically for students who are at risk for reasons other than academics

38.9% 77.8% 54.3%

14.3% 10.7% 10.5%

SOMEWHAT EFFECTIVE

47.8% 30.0% 30.0% 55.0%

51.5%

55.6% 36.8% 40.0% 20.0% 58.3% 28.6% 57.1% 57.9%

MINIMALLY EFFECTIVE

VERY OR SOMEWHAT EFFECTIVE

13.0% 40.0% 40.0% 20.0%

24.2%

22.2% 42.1% 40.0% 60.0% 25.0% 57.1% 32.1% 31.6%

87.0% 60.0% 60.0% 80.0%

75.8%

77.8% 57.9% 60.0% 40.0% 75.0% 42.9% 67.9% 68.4%

? Ruffalo Noel Levitz | 2017 Effective Practices Report for Student Success, Retention, and Completion

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2017 Effective Practices Report for Student Success, Retention, and Completion

13 Online Learner Practices for Success/Retention/Completion Ordered by Percent Rated "Very Effective"

Online Learner Practices

INSTITUTIONS USING PROGRAM

VERY EFFECTIVE

Four-year private institutions

Faculty advisor assigned to each online learner

Mandatory online interaction between faculty and online learners

Congratulating, alerting, and nudging system (early-alert system) for online learners

Technical support to address online connection issues

Mandatory academic advising for online learners

Orientation program or course for online learners

Student services geared to online learners, including registration and financial aid

Student satisfaction assessment to identify program improvements for online learners

Mandatory training program for online faculty

Faculty development and support in online technology and online teaching pedagogy

Academic support services specifically for online learners

Intentional post-enrollment communications at key intervals to impact online learner success/ retention/completion

Online readiness assessment for incoming students

52.8% 69.4% 49.0% 83.7% 50.0% 67.3% 69.4% 65.3% 67.3% 77.6% 66.7% 55.1% 46.9%

42.9% 41.2% 37.5% 36.6% 36.0% 30.3% 29.4% 25.0% 24.2% 21.1% 19.4% 18.5% 17.4%

SOMEWHAT EFFECTIVE

39.3% 47.1% 37.5% 53.7% 56.0% 57.6% 55.9% 62.5% 57.6% 65.8% 44.4% 51.9%

43.5%

MINIMALLY EFFECTIVE

VERY OR SOMEWHAT EFFECTIVE

17.9% 11.8% 25.0% 9.8% 8.0% 12.1% 14.7% 12.5% 18.2% 13.2% 36.1% 29.6%

82.1% 88.2% 75.0% 90.2% 92.0% 87.9% 85.3% 87.5% 81.8% 86.8% 63.9% 70.4%

39.1%

60.9%

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STUDENT SUCCESS

Online Learner Practices

INSTITUTIONS USING PROGRAM

VERY EFFECTIVE

Four-year puribvlaitceininsstittiututitoionnss

Mandatory academic advising for online learners

Technical support to address online connection issues

Student services geared to online learners, including registration and financial aid

Faculty development and support in online technology and online teaching pedagogy

Mandatory training program for online faculty

Orientation program or course for online learners

Intentional post-enrollment communications at key intervals to impact online learner success/ retention/completion

Academic support services specifically for online learners

Student satisfaction assessment to identify program improvements for online learners

Congratulating, alerting, and nudging system (early-alert system) for online learners

Faculty advisor assigned to each online learner

Mandatory online interaction between faculty and online learners

Online readiness assessment for incoming students

31.8% 95.5% 50.0% 95.5% 59.1% 59.1% 31.8% 65.2% 68.2% 47.6% 54.5% 59.1% 50.0%

28.6% 28.6% 27.3% 23.8% 23.1% 23.1% 14.3% 13.3% 13.3% 10.0% 0.0% 0.0% 0.0%

SOMEWHAT EFFECTIVE

57.1% 47.6% 45.5% 47.6% 61.5% 30.8% 42.9% 46.7% 40.0% 50.0% 58.3% 46.2% 36.4%

MINIMALLY EFFECTIVE

VERY OR SOMEWHAT EFFECTIVE

14.3% 23.8% 27.3%

85.7% 76.2% 72.7%

28.6% 15.4% 46.2% 42.9%

71.4% 84.6% 53.8% 57.1%

40.0% 46.7% 40.0% 41.7% 53.8% 63.6%

60.0% 53.3% 60.0% 58.3% 46.2% 36.4%

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2017 Effective Practices Report for Student Success, Retention, and Completion

Online Learner Practices

INSTITUTIONS USING PROGRAM

VERY EFFECTIVE

FTowuor-year pruibvalitceininssttitituuttioionnss

Mandatory training program for online faculty

Faculty development and support in online technology and online teaching pedagogy

Faculty advisor assigned to each online learner

Intentional post-enrollment communications at key intervals to impact online learner success/ retention/completion

Mandatory online interaction between faculty and online learners

Technical support to address online connection issues

Student satisfaction assessment to identify program improvements for online learners

Mandatory academic advising for online learners

Online readiness assessment for incoming students Student services geared to online learners, including registration and financial aid

Orientation program or course for online learners

Congratulating, alerting, and nudging system (early-alert system) for online learners

Academic support services specifically for online learners

77.4% 83.9% 25.8% 32.3% 64.5% 87.1% 77.4% 29.0% 58.1% 61.3% 67.7% 71.0% 74.2%

58.3% 42.3% 37.5% 30.0% 30.0% 29.6% 29.2% 22.2% 22.2% 21.1% 19.0% 18,2% 17.4%

SOMEWHAT EFFECTIVE

29.2% 46.2% 50.0% 40.0% 60.0% 37.0% 33.3% 44.4% 38.9% 36.8% 23.8% 40.9% 56.5%

MINIMALLY EFFECTIVE

VERY OR SOMEWHAT EFFECTIVE

12.5% 11.5% 12.5% 30.0% 10.0% 33.3% 37.5% 33.3% 38.9% 42.1% 57.1% 40.9% 26.1%

87.5% 88.5% 87.5% 70.0% 90.0% 66.7% 62.5% 66.7% 61.1% 57.9% 42.9% 59.1% 73.9%

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