Central Washington University Board of Trustees February 21, 2019 EXECUTIVE SUMMARY – Comprehensive Retention Programming
Background: From Fall 2013 to Fall 2017, CWU’s first-time, full-time freshmen enrollment grew from 1,416 to 2,102 students – an increase of 686 students or 48.4%. The fall-to-fall first-year retention rate decreased from 78.9% (Fall 2013 cohort) to 69.3% (Fall 2017 cohort). Fall 2018 first-time, full-time freshmen enrollment was 2,041; CWU will calculate the first-year retention rate of this cohort at the Fall 2019 tenth-day census. The Fall 2018 cohort is similar to the Fall 2017 cohort in terms of the five primary characteristics ASL has identified as associated with first-time, full-time freshmen attrition:
• High School GPA less than 3.0 • Pell eligibility/low income status • First Generation in College (First in the Family in College)
• Racial/ethnic groups traditionally under-represented in higher education • Placement into developmental (pre-college) math and English courses
Programming: ASL has taken the lead in developing a comprehensive retention plan (see attached overview) and implementing best practice programming to address first-year student attrition. In February 2018, ASL committed to: 1) implementing a Summer Developmental Math Bridge Program; 2) removing barriers to student success; 3) forming a Retention Steering Committee with representation from ASL, the Faculty Senate, and the Academic Department Chairs Organization (ADCO); 4) forming an Undergraduate Academic Advising Collaborative; and 5) creating new opportunities for faculty professional development emphasizing student achievement. All five of these initiatives have been implemented and are moving forward. In addition to the implementation of the Summer 2018 Developmental Math Bridge Program, other AY2018-19 retention programming has focused on providing support to students with the five characteristics listed above. Specifically, ASL has completed the following: • Updated policies/procedures concerning math and English placement testing and developmental coursework completion • Development and administration of the new Student Success Survey (S3) with direct resource referrals to students (e.g., tutoring) and targeted advisor outreach • Referral of high-need students (with all five of the characteristics listed above) for advisor outreach • Student Progress Reports (for students with some of the characteristics listed above) designed to determine how students are performing in 100- and 200-level courses and enable advisor outreach and resource referrals
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