Non-residents, Pell recipients, and first-generation students have lower odds of retention and graduation. Index is positively associated with both retention and graduation. The associations by ethnic groups are not as clearly defined; there is variation by ethnicity group and cohort.


This study investigates the relationship between Expected Family Contribution (EFC) and persistence to the 2nd Fall and 3rd Fall semesters for the FA10-FA14 freshman cohorts. Overall, students from higher-income families persist at greater rates than peers from lower-income families. Among the lowest-income students, Commitment to Colorado (CTC) award receipt is associated with greater odds of persistence.

The additional net tuition revenue gained by each Key cohort is greater than the cohort cost of Key programming.

Participation in Key appears to support student success by mitigating the negative effects of lower academic preparation and at-risk attributes on graduation and retention

A previous research brief (August 2011) looked at the major changing behavior and corresponding graduation of CSU students. The current study is similar in design to the first study but addresses additional research questions regarding undeclared students by dividing them into two groups; those who are undeclared but seeking a specified major and those who are undeclared without a stated interest.

For the current study, the association between successful or unsuccessful course completion with subsequent student success was explored for six specific courses with the lowest successful course completion rates of all lower-level undergraduate courses.

Recent analysis by Institutional Research indicated that independent of one another, completion of 30 credits, completion of a college level math, and completion of a college level composition course in a student’s first academic year increased the odds of retention and graduation. Further analysis was required to bring those results into focus.

The current report follows closely the methodology from a 2010 Education Trust study by examining both cohort demographics and leading indicators of progress toward first‐year retention as well as eventual graduation. 

The percent of students who change majors, what they change to and how many times. The average time to graduation by the number of major changes, the average credits at each major change, and the major change patterns within and among colleges.

The current research brief provides a description of the index scores of new undergraduates from fall 2006 through fall 2010. The conclusion appears to be that index distributions are stable over time and unimodal.

Nonresident students have lower graduation and retention rates then resident students. The purpose of this research brief is to explore the retention and graduation rates of nonresident students by their state and region of residency.

Although spring start freshmen only count for about 2% of the new freshmen in an academic year, the population is important to understand because they are demographically different then the fall start cohorts.

Each year the U.S. Department of Education’s National Center for Education Statistics (NCES) provides universities with an IPEDS Data Feedback Report. Annually, CSU’s report compares our data to those institutions in the Board of Governors (BOG) Peer Group. The IPEDS Data Feedback Trends Report provides a five-year comparison of the annual IPEDS reports.

Overall, our six-year graduation rate for nonminority students remains relatively stable, the rate for minority students lags slightly behind at about 59%. A similar gap has been documented for our nonresident students as compared to our residents.

Each year CSU participates as a member in the Consortium for Student Retention Data Exchange (CSRDE). As part of our membership, we provide retention data on our first-time, full-time cohorts that is then provided back to us along with the data from our self-selected peer group. The current report summarizes the 2009-10 data. 

This report explores the CCHE Index score, a measure of academic preparation assigned to each high school student who applies to CSU.  The study investigates the contribution of the Index's input variables to the final Index score, across demographic groups.  The report also investigates the utility of using Index score for predictive models, versus models using the variables contributing to the Index composite. 

Logistic regression models are used to assess variables that predict 3rd Fall persistence among the FA10-FA13 freshman cohorts. Predictors used in the study exclude variables like financial aid status that are unavailable to CSU Admissions during the decision making process. In lieu of omitted variables, ZIP-level income and population density variables and High School-level CDE achievement scores predict a portion of variance in persistence.

This report describes the difference between a department’s retention rate (observed) and what rate might be expected based solely on the department’s cohorts’ student characteristics (predicted).

This report explores student achievement differences (freshman retention and graduation rates) by demographic group (minority, first generation (FG), Pell recipient, residency) for the Honor’s program.

The purpose of this report is to understand gaps in math achievement by demographic group including first generation (FG), minority, and Pell students. Along with institutional data, this report utilizes survey data collected by the PACE center to inform how time spent studying influences Math Placement Exam (MPE) performance.

This report tracks Reisher Scholarship recipients’ success at Colorado State University (CSU) compared to a group of similar students who do not receive the award.