Admissions, Attrition, Retention and Excel: Data Matrix and Report

Transcription

1 Admissions, Attrition, Retention and Excel: Data Matrix and Report Presented by Director of Enrollment and Academic Services Barb Miller IMSA Board of Trustees Data Retreat - Focus on the Questions January 21, 2011

2 Enrollment, Attrition, Retention, Excel- Data Matrix Admissions (1 of 4) Stakeholder What were the key questions, explicit and/or implied, for which the data were collected? What other key questions have emerged along the way? How well do the data answer these questions? What new questions do we want/ need to answer going forward? What are the implications of new questions for data to be collected? Program staff & Administrators Who applies, who are selected and who enrolls at IMSA? Why do 8th graders defer their enrollment? What causes students who have completed the application and all that is required, are accepted and then turn down the invitation to enroll at the Academy? Adequately As technology consistently changes and the best practices for doing business in Admissions relies heavily on new, creative, innovative marketing techniques, web based communication including video conferencing, blogging, and multi-media imaging, etc;. what processes are in place to in-sure that IMSA is a leader in these areas as we reach out to our constituencies and stakeholders? What is the growth in standardized test scores from enrollment to graduation? How does participation in STEM activities, prior to application, impact admission rates particularly in under-resourced areas? Policy-makers (e.g., IMSA Board, external world) Using our limited financial resources and technical capabilities, how are we addressing our deficiencies in these areas to afford us the ability to continue to effectively recruit, admit and enroll a quality/diverse student population thus allowing us to remain the leader in STEM education in the State?

3 Attrition (2 of 4) Stakeholder Program staff & Administrators What were the key questions, explicit and/or implied, for which the data were collected? What other key questions have emerged along the way? Who leaves IMSA prior to graduation? How well do the data answer these questions? Adequately What new questions do we want/ need to answer going forward? What are the implications of new questions for data to be collected? Using enrollment data, courses taken, grades earned and student demographic information; can we profile/predict the students most vulnerable and likely to leave IMSA prior to graduation? When do students leave IMSA? Why do students leave IMSA? Enrollment practices are supported by the ability to make informed decisions based on abundant and available data. What means are utilized and/or needed to effectively and accurately gather, analyze, and report current and historical data which holds the critical information to in making informed decisions related to attrition and retention? How can we effectively and accurately inform the Academy and our constituencies of our efforts and successes in attracting, retaining and graduating the students selected to attend IMSA? Staff should have access to cutting edge technology to maximize capacity for authentic problem solving, strategic decision making, and deeper conceptualization of current issues and trends. How do we ensure practices and processes are in place for continual upgrades and/or improvements to provide effective and efficient systems of data retrieval, analysis, and reporting? Policy-makers (e.g., IMSA Board, external world) Page 3

4 Retention (3 of 4) Stakeholder What were the key questions, explicit and/or implied, for which the data were collected? What other key questions have emerged along the way? How well do the data answer these questions? What new questions do we want/ need to answer going forward? What are the implications of new questions for data to be collected? Program staff & Administrators What support measures are in place to assist students who are struggling academically, socially, and or emotionally? Adequately How do we use data, best practices, professional judgment and experience in assessing, evaluating and informing our practices and programs in retaining students (particularly those who may be atrisk/struggling academically, socially/emotionally etc.)? Policy-makers (e.g., IMSA Board, external world) Are they effective? How do we know? Who graduates from IMSA? What do we know about these students? What factors attribute to students persistence? Enrollment practices, programs and policies related to the matriculation, attrition, retention and persistence of students are based on data driven information. As our students and the technology to gather and utilize information about students consistently change, what additional resources/tools are necessary and/or critical to assist in addressing the needs of the institution? How can we collaboratively utilize our resources to access and share information in making data driven, informed decisions to enhance the desired outcomes of our enrollment and retention efforts? Page 4

5 Excel (4 of 4) Stakeholder What were the key questions, explicit and/or implied, for which the data were collected? What other key questions have emerged along the way? How well do the data answer these questions? What new questions do we want/ need to answer going forward? What are the implications of new questions for data to be collected? Program staff & Administrators What is the attrition/graduation rate of all IMSA students and Excel students? Data is available to answer the questions. Does the Excel program complement and address the goals and expected outcomes of the program? Are the needs of the incoming students participating in the Excel program met? Does the Excel program make a difference with the intended target population? What evidence is available to evaluate the effectiveness of the academic and residential program components of Excel? How does the Excel experience increase the academic competency and confidence of underserved populations? How do Excel students perform in their sophomore year courses, junior year courses? How might we improve the program to better meet the desired outcomes and the needs of the student participants? Do additional skill sets need to be addressed during the program to prepare the participants for their transition to IMSA? What is the growth in test scores from enrollment to graduation? How does this differ from non-excel students? How does STEM course selection, completion and grade distribution equate to non-excel students? Policy-makers (e.g., IMSA Board, external world) How do we assess the value added component of Excel related to student participation, staff involvement, and a three-week time frame? How does the attrition rate at IMSA for all students, at-risk students, and URM students compare to that of other residential academies? Page 5

6 What are the measurable consequences of not admitting significant numbers of qualified students? What are the measurable consequences of continuing to have an attrition rate of 12 14%? What are the costs of providing student support services that might be necessary to reduce the attrition rate? Page 6

7 Admissions, Attrition, Retention and Excel Admissions: The following charts provide an overview of the Class of Overview of Class of Sophomores Applicants Qualified Decision WaitListed Mean N Mean N Mean N Mean N SATM SATCR GPA RCE Applicant Pool Geographic Distribution State Pool Northern (9.0) 6.6% Central (8.5) 9.7% East Central (4.0) 1.7% West Central (2.6) 1.1% Metro-East (4.5) 2.4% Southern (4.9) 1.1% Chicagoland (66.5) 77.3% Chicago (20%) 6.1% **Source 2000 Illinois Census data Applicants Qualified Decision WaitListed Percentile 25 Percentile 75 Percentile 25 Percentile 75 Percentile 25 Percentile 75 Percentile 25 Percentile 75 SATM SATCR GPA RCE Page 7

8 Applicants Qualified Decision WaitListed Mean N Mean N Mean N Mean N SATM Gender F M SATCR Gender F M GPA Gender F M RCE Gender F M Applicants Qualified Decision WaitListed Mean N Mean N Mean N Mean N SATM Grade 8 th th SATCR Grade 8 th th GPA Grade 8th th RCE Grade 8th th Page 8

9 Applicants Qualified Decision WaitListed Mean Valid N Mean Valid N Mean Valid N Mean Valid N Black GPA SATM SATCR RCE Asian GPA SATM SATCR RCE White GPA SATM SATCR RCE Latino GPA SATM SATCR RCE Page 9

10 Applicants Qualified Decision WaitListed Mean N Mean N Mean N Mean N Region Central SATM SATCR GPA RCE Chicagoland SATM SATCR GPA RCE East Central SATM SATCR GPA RCE Metro East SATM SATCR GPA RCE Northern SATM SATCR GPA RCE Out of State SATM SATCR GPA RCE Southern SATM SATCR Page 10

11 GPA RCE West Central SATM SATCR GPA RCE Comparable information for 7 previously admitted classes Application year SAT-M Mean Standard Deviation Percentile Percentile Application year GPA Mean Standard Deviation Percentile Percentile Page 11

12 Application year SAT-V/CR Mean Standard Deviation Percentile Percentile Review of the Invited Classes of SAT-M SAT-CR GPA Avg 75% 25% Avg 75% 25% Avg 75% 25% (710) (580) 585 (640) (520) 3.86 (4.0) (3.80) (710) (580) 588 (650) (520) 3.86 (4.0) (3.80) (690) (580) 587 (640) (530) 3.88 (4.0) (3.84) (710) (600) 587 (640) (530) 3.88 (4.0) (3.83) (720) (580) 591 (650) (520) 3.88 (4.0) (3.82) (740) (610) 590 (650) (535) 3.87 (4.0) (3.80) (740) (620) 612 (670) (560) 3.90 (4.0) (3.90) Each year approximately ½ of the invited 8 th grade students defer their admission to IMSA. The 8 th grade defer rate for the 2010 application year was nearly 75%. 8 th Grade Applicants Year 8 th Grade % of Accepted % of Enrolled % of Enroll Pool Pool Class Class % % 42 17% 31 13% 73% % 38 15% 32 13% 84% 2006* % 40 16% 25 10% 62% 2007* % 33 14% 20 9% 60% 2008* % 70 35% 34 14% 49% 2009* % 35 14% 12 5% 37% 2010* % 41 18% 11 5% 27% * Self Defer option available for 8 th grade applicants per amended Admission Policy Page 12

13 Through a survey of 8 th graders who defer their enrollment to IMSA, nearly 100% responded that they have every intent on attending IMSA for the next academic year. The reasons stated for deferring admission include not ready to live away from home, want to take additional math and science classes before enrolling, did not want to skip a grade, I want to spend more time with family and friends before attending boarding school and my parents want me stay home one more year. Nearly 60% of the 8 th grade applicants who were accepted intended to defer their admission to IMSA. Accepted students who do not attend IMSA site various reasons for not accepting the invitation to enroll. The most noteworthy include not wanting to live away from home, connections made and positive experiences at home school and in their communities, and parents fostered the idea to apply to IMSA. A formal review and revision of the Admission Policy was instituted for the class of Some have felt the attrition of students and an increase in at-risk grades for sophomores was due to the change in the Admission Policy. Following is pre and post admission policy change data used in the selection of IMSA students. Overall, the average SAT scores have increased including the 75% and 25% and the average modified GPA s have remained consistent with a slight increase. Pre Admission Policy Change SAT-M SAT-CR GPA Avg 75% 25% Avg 75% 25% Avg 75% 25% (710) (580) 585 (640) (520) 3.86 (4.0) (3.80) (710) (580) 588 (650) (520) 3.86 (4.0) (3.80) (690) (580) 587 (640) (530) 3.88 (4.0) (3.84) Post Admission Policy Change SAT-M SAT-CR GPA Avg 75% 25% Avg 75% 25% Avg 75% 25% (710) (600) 587 (640) (530) 3.88 (4.0) (3.83) (720) (580) 591 (650) (520) 3.88 (4.0) (3.82) (740) (610) 590 (650) (535) 3.87 (4.0) (3.80) (740) (620) 612 (670) (560) 3.90 (4.0) (3.90) Page 13

14 Attrition Students leave IMSA for a variety of reasons including homesickness, social/emotional concerns, academics and discipline related issues. Attrition for the IMSA Classes Class of Enrolled Attrition % % % % % (as of ) % (as of ) % (as of ) Students Who Leave IMSA Class of # WD Graduate Dismissed Non Re-invitation Withdrew % % % % % % % 1 3 Overview of At-Risk Sophomores and Retention The transition to IMSA can be more challenging for some students (and families) then for others. As a community we understand that our sophomores are experiencing a new learning, living and social environment often with different expectations and consequences than at home. The academic success and retention of sophomores is critical to the health of the Academy. Members of the faculty and staff and especially our sophomore teachers, Resident Counselors and members of the Strategies team, have created, introduced and implemented numerous intervention strategies to assist our sophomores with their transition to IMSA. This need arose when reviewing the following data regarding the academic success and attrition of our sophomore students. At Risk Students End of Semester 1 Sophomore Year Class N=Enrolled Acad. Prob. 3 C s Total # D s (3%) 5 (2%) 11 (5%) (3%) 10 (4%) 16 (7%) (7%) 19 (9%) 33 (15%) (9%) 23 (9%) 46 (19%) (8%) 5 (2%) 25 (10%) Academic probation status is initiated at IMSA whenever a student receives a failing semester grade (D-less than 70%). Page 14

15 The Number of Sophomores who Received D s for First Semester Class N=Enrolled 1 D 2 D s 3 D s Sophomore Year Comparative Student Retention Data Class N=Enrolled WD s Sem. 1 WD s Sem. 2 Total* (2%) (7%) (2%) 7 12 (6%) (1%) 7 10 (4%) (3%) (8%) (1%) (7%) (5%) (5%) (3%) (13%) (3%) (7%) (2%) Total* is cumulative % of students who withdrew and did not return for junior year Page 15

16 Retention Utilizing data including the data displayed above, as an Academy we have taken a serious look at how we support our students academically, socially and emotionally. Teachers support students using a variety of methods including formal and informal monitoring in the classroom, individual meetings with students outside of the classroom, communication with adults in the IMSA community including RC s, parents, Academic Support staff, helping students connect with available resources and personalization/communication with students. Results of survey of IMSA faculty during spring 2010 exhibits strategies our teachers use when students are not meeting expectations. What strategies do you use when students are not meeting your expectations? (based on 24 faculty responses 40%) Several collaborative responses to aid in retaining our sophomores have been implemented including monthly meetings with sophomore teachers and members of the Residence Life Staff; additional means for parent, student and teacher conferences to occur; a faculty/staff development opportunity to work with Ellen Winter, a speaker on motivating gifted adolescence and a Community Development Day with Dr. Freeman Hrabowski on retaining and working with at-risk gifted and talented students. Strategies and interventions have been implemented to provide additional structure for struggling students which include evening study hours in the IRC extended to include four evenings; Wednesday I-Day morning study sessions are required for students on academic probation; Project Steps a structured academic support program to meet the needs of struggling sophomores; a mandatory Intersession class for sophomores on academic probation; the re-working and revision of the Navigation program; the newly implemented lights out and the 11:30p.m. turning off the Internet for sophomores have all been instituted to address the academic and social/emotional needs of the sophomores. Additional academic support and guidance from the Residence Counselors, an extensive peer tutoring program, Wednesday study and review sessions for sophomore classes, and a fresh look in the Writing Center with increased training of the Writing Center tutors, expanded hours and satellite locations in the residence halls and IRC during evening study have all provided additional support and assistance for our students. It takes the entire Academy to educate, support and encourage our students. Page 16

17 Excel Excel is a three-week residential program for students who have already been selected for admission to IMSA with the condition that they successfully complete Excel. Students required to attend are fully qualified, but may not have been exposed to some key educational opportunities as evidenced in their application and placement tests. The curriculum focuses on the skill development, critical thinking and problem solving in mathematics, science, and English, along with the interpersonal and cultural aspects of IMSA s residential learning environment that will prepare students to be successful as IMSA students. Occasionally there are students who participate in Excel, and in spite of individual guidance and instruction, do not show the progress necessary to be successful within the IMSA curriculum. These students are not enrolled as sophomores. The summer Excel program is highly structured, with math, science and English classes both morning and afternoon, workshops, academic and residential field trips, scheduled study times, and residential programming. Inquiry based learning and collaboration is key, as is using evidence to support findings in writing and oral presentations. A major component of the Excel experience is learning to live and work with talented students with diverse backgrounds from all over Illinois. Peer Tutors who are current IMSA students serve as mentors and guides. The Excel program is an opportunity for incoming sophomores to encounter the academic and residential experiences, resources, and support that will enhance their three-year IMSA experience. Excel Attrition Classes Class of Entering Enrollment # Participants # Excel Attrition % Excel Attrition IMSA Attrition % IMSA Attrition # Did not Complete Excel % 25 11% % 30 13% % 32 14% % 35 16% Sr % 45 18% Jr % 20 8% So % 4 2% 0 as of 1/5/11 The Excel program is reviewed and revised each year to address the perceived needs of the students through an evaluation of the transition to IMSA for the previous few classes including the attrition of Excel participants, grades, courses enrolled, residential living experience and participation in leadership opportunities. Examples of recent changes include the addition of a second science teacher, the RC facilitation of a Sunday evening Excel study group with peer tutors, increased introductions to academy personnel and intentional course scheduling. A program review will be conducted this summer by outside evaluators to assist us in our efforts to decrease the attrition of Excel students and assess the academic mission of the program. Page 17

18 EXCEL Students- SAT Growth Students in the EXCEL program generally make gains in their SAT-Math and SAT-Critical Reasoning scores while enrolled at IMSA. For the 160 EXCEL students in the last four graduating classes ( ), their average SAT scores are detailed here: Table 1: EXCEL- SAT growth for graduating classes of Class of 2006: SAT-M SAT-M Range SAT-CR SAT-CR Range SAT Average Entering score Score at graduation Class of 2007: SAT-M SAT-M Range SAT-CR SAT-CR Range SAT Average Entering score Score at graduation Class of 2008: SAT-M SAT-M Range SAT-CR SAT-CR Range SAT Average Entering score Score at graduation Class of 2009: SAT-M SAT-M Range SAT-CR SAT-CR Range SAT Average Entering score Score at graduation Page 18