Middle States Task Force on Retention |
|---|
Chair |
Nancy Hemmes |
|
|---|---|---|
Members |
Diane Forte |
Tom Gibson |
Fredda Brown |
Elizabeth McCaffrey | |
Carol Rupprecht |
Madiha Zafar | |
Kevin Birth |
Elena Ganeles | |
| Laura Silverman |
Charge
Department Chair Interview
Report from the Sub-Committee Examining Current/Existing Programs
Final Retention Task Force Report
Task Force Meetings:
Retention Rates and Differences
Full-time Freshmen Students: First to second year semester retention rates has increased very slightly for freshmen students who entered in Fall 2004 compared to 5 years ago. 84% of the entering cohort of full-time freshmen students returned one year later, whereas in Fall 1999, 83% of the entering cohort (FT Freshmen returned) (See table entitled Institution Retention and Graduation Rates of Full-time Freshmen in Baccalaureate Programs- sent as PDF to e mail accounts-sending it again.
Graduation Rates for Full-time Freshmen Students after 6 years is 50.5%. This represents an improvement in Retention Rates from 5 years ago, when the six year graduation rate was 39%
FT Transfer Students: First to second year semester retention rates have decreased for transfer students who entered in Fall 2004 compared to 5 years ago. 73% of the entering cohort of full-time transfer students returned one year later, whereas in Fall 1999, 78.4% of the entering cohort
Graduation Rates for Full-time Transfer Students after 6 years is 62.5%
Male students have lower retention and graduation rates than female students
PT students have lower retention and graduation rates than full-time students.
Differences by High School and academic variables prior to attending Queens College
We identified schools that had higher percentages of students who graduated based on a Fall 1999 cohort study or graduation by High School (e.g., Forest Hills, St. Francis Prep, Martin Van Buren, Richmond Hill, Francis Lewis, Long Island City) Based on this entering cohort, some schools had lower percentages of students who graduated (e.g., John Adams, Brooklyn Tech, Christ the King Boys, Flushing, Msgr. McClancy, Queens Vocational) As with any cohort study, we will want to see if this is true for the Fall 2000 cohort of entering students when data is available. **Also, since some schools have very small numbers, this table is only useful for the schools with the larger numbers of Students.
Data on Students prior to entering Queens College and Retention at the College - . The first time freshmen who entered Queens College recently, (Fall 2004 cohort) was examined to see if the students were still enrolled at Queens, another college, or left Queens college (retention data) . We looked at First-time Freshmen who entered in Fall 2004 and checked to see if there were any differences in the average SAT math score, average SAT verbal score, average College Admissions Averages (similar to HS Average) , or average Regents Math Scores between those who were still enrolled versus those leaving or attending a different college. The SAT math and verbal scores were slightly higher on the average for those who left Queens College after 1 year and the College Admissions average was slightly lower than for those who stayed at the College. There was little difference in the Regents math scores.
Stop outs who returned
For a group of First-time FT Freshmen who entered in Fall 1999, 20% stopped out and returned to Queens College for further study. (For this purpose, stop outs were monitored at the end of each year to see if they are still enrolled.)
Student Profile of Entering Freshmen and Transfers
A profile of New Students by Freshmen and Transfer categories is attached. It includes Full-time and part-time and gender distributions.
CPE Examinations and Success at the College
CPE Pass Rates on the CPE were higher for students who entered as Freshmen (92.9% passed) than for Non-CUNY Transfers (89.6%) and CUNY Transfers (86.1%)
Gateway classes posing difficulty to Students
We can identify courses with lower pass rates or unsatisfactory grades that pose the most difficulty for Queens College students. (File attached here) **Also, since some classes have very small numbers, this table is only useful for the classes with the larger numbers of students.
Leavers – Data to supplement the Phonothon
GPA for students who entered as FTF Freshmen who left Queens College after one semester had either very low grade point averages or over 3.0.
List by zip for incoming freshmen in Fall 2004 by semesters enrolled at Queens College and number leaving after 1, 2, or 3 semesters.
Survey Data
National Survey of Student Engagement
Queens College participated in the National Survey of Student Engagement Survey (2005)
NSSE data shows Queens College slightly below peers for
selected level of academic challenge items
Active and Collaborative learning
Student-Faculty Interaction
Supportive campus environment items.
The report that includes mean scores for all questions is available at:
http://qcpages.qc.cuny.edu
Student Experience Survey
Queens College students participate in the Student Experience Survey conducted by the CUNY Office of Institutional Research and Analysis
Here are a few items that may pose difficulties for the students. (Here are just a few items to consider.)
The full report is available at http://www.oira.cuny.edu
41% stated that space was not available in courses that the student needed to take.
37% disagreed that courses are offered at times when I can take them.
Items about leaving Queens College---
74% said there was no chance they would leave Queens College, 17% said there was little chance of leaving, 9% said there was a strong chance or some chance of leaving the college permanently.
12% indicated they might transfer to another CUNY College, 12% indicated they might transfer to a college outside of CUNY.
13% indicated that they might not attend for one or more semesters.