Gaps in Student Success
- This report provides an overview of the demographic breakdown of first-year, fall cohort students in the honors program along several categories over the last five years.
Gaps by Academic College or Department
- These reports explore the difference in retention and graduation rates by demographic group (first generation, Pell, minority status) for a specific academic department or college.
- Journalism and Media Communications Persistence and Graduation Gaps
- College of Business Persistence and Graduation Gaps
Gaps by Ethnicity
- These reports focus on the differences in 2nd and 3rd fall persistence as well as 6 year graduation for students of color (by ethnicity group) compared to students not of color.
- Asian/Pacific Islander Persistence and Graduation Gaps
- Black/African American Persistence and Graduation Gaps
- Hispanic/Latino/a Persistence and Graduation Gaps
- Native American Persistence and Graduation Gaps
- The purpose of this report is to compile CSU’s research on first generation students to help inform the campus discussion on closing this success gap.
- 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 explores student achievement differences (freshman retention and graduation rates) by demographic group (minority, first generation (FG), Pell recipient, residency) for the Honors program.
- Previous Version
- This report explores the difference in graduation rates by minority status and residency.
- This brief compares the persistence and demographics for students that are in either Key or C4E as well as for students that are in both programs. Gaps in persistence for these programs are also calculated using a sub-sample of the overall population as a reference group.
TILT Tutoring & Study group Programs
- The Institute for Learning and Teaching (TILT) provides academic support via tutoring and study group programs for select undergraduate courses. To quantify the effectiveness of these programs, a report is conducted annually to compare course grades of participants in the tutoring program to non-participants enrolled in the select courses.
- Tutoring & Study Group Participation AY17-18
- Tutoring Participation AY15-17
- Tutoring Participation AY14-15
- Study Group AY14-15
- Tutoring Participation AY13-14
- Tutoring Participation AY12-13
- Study Group AY12-13
These reports provide the demographics and student success for residence life and commuter students from 2012-2016. Student success measures among residence hall students are further disaggregated by learning community participation.
- Fall 2013 Residence Life Assessment Report
- Fall 2015 Residence Life Assessment Report
- Fall 2016 Residence Life Assessment Report
- 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.
- The additional net tuition revenue gained by each Key cohort is greater than the cohort cost of Key programming.
LEARNING COMMUNITY ANNUAL REPORT
- The purpose of this report is to compare first-year student success indicators (freshman retention, first fall GPA, and first spring GPA) between learning community and non-learning community students, while considering index and other demographic variables.
- Learning Community Annual Report 2016
- Learning Community Annual Report 2017
- The purpose of this report is to provide a description of the demographics as well as higher education access and success of Access Center students at CSU.
- Access Center Assessment Presentation
Black/African American Cultural Center Programs
- These reports assess the student success and demographics of BAACC program participants.
- 2014-15 Programs
- 2015-16 Programs
- The purpose of this study is to compare student success outcomes, particularly graduation rates, by education abroad participation.
- This report explores the association between participation in the President’s Leadership Program and academic success.
- This report describes the student demographics and academic performance for Rams Against Hunger applicants and awardees.
- This report explores the association between undergraduate students’ CSU recreation center usage and student success outcomes for the 2015 academic year.
Institutional Level Studies of Student Success
- 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.
- This report explores course grade differences by student characteristics (first generation, minority status, and low-income [Pell] status) between course type (in person/online). The purpose of this report is to explore if historically underrepresented students have a larger difference in grade points for online courses verse in-person courses.
- The purpose of this report is to describe the retention and graduation rates of students who are identified, by state criteria, as in need of remediation in one, two, or three subject areas (math, reading, writing).
- 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.
- The purpose of this study is to predict student retention and graduation based on freshman academic progress. The goal of this analysis is to identify students as early as possible who may be in need of extra support services.
Engineering Successful/Unsuccessful Program Participation’s Impact on Future Student Success: A Propensity Score Analysis
- This study compares student success among new freshmen who participate in the EG Successful/Unsuccessful program compared to those who do not. Additionally, this study focuses on understanding the differential impact of program participation on future student success for female and minority EG students compared to male and non-minority EG students.
- The purpose of this report is to explore the associations between participating in a first-year (FY) seminar and various measures of student success in the context of proposing a university wide seminar requirement.
- 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.
- 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.
- 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.
- 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.
- A Follow-up Study Focusing on Math, Composition, and Credit Completion in the First Year
- The purpose of this report is to describe the math completion patterns and persistence rates for students who are flagged by Admissions as a Student of Concern or have test scores that put them at the remedial level for math, reading, or writing.
- 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).
- Previous Version (Fall 2014)
- Sortable Excel file with observed and predicted rates by department
- 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.
- This report uses logistic regression models to describe (using predicted probabilities and odds ratios) the multivariate relationships between student attributes/academic preparation and retention/graduation among the most recent three cohorts of first-time, full-time freshmen.
- Previous Version (Spring 2015)
- Previous Version (Spring 2014)
- The purpose of this report is to describe undeclared students at CSU both relative to declared students and internally by specific undeclared major.
- The purpose of this report is to describe the association between summer session enrollment and student success (measured by persistence, graduation, GPA) among first-time, full-time (FTFT) cohorts at CSU.
- Multivariate Associations between Summer Enrollment and Graduation: This report expands on the prior descriptive study by using logistic regressions to explore the multivariate relationship between summer session enrollment and the likelihood of graduating after controlling for student characteristics and academic performance.
Course Level Studies of Student Success
- Campus Connections is a multidisciplinary service learning course at CSU where undergraduate students serve as mentors to youth. Students from all majors work one-on-one with youth ranging from 11-18 to tackle a broad range of challenges. Youth are referred from schools, the juvenile justice system, human services, or directly from family members, and work with their mentors to establish goals for positive growth. This report investigates demographic patterns among CC participants and the association between CC participation and success outcomes.
- Previous Graduation Version
- Previous Retention Version
- The purpose of this report is to explore the association between student course-level success and course participation with the Early Performance Feedback (EPF) program.
- The purpose of this report is to explore the association between student course-level success and the use of undergraduate peer learning assistants.
- This report explores whether students’ incoming math ability predicts student success among Biology or Zoology majors.
- This report explores the association between Toledo Math Scores and CHEM 111 performance. The purpose is to identify a Toledo Math Score at which the likelihood of successfully completing CHEM 111 is low enough to recommend that students do not attempt CHEM 111 until they can improve their math foundation.
- The purpose of this research brief is to describe the ASSET students at CSU in terms of their academic/demographic characteristics as well as their student success indicators.
- This report uses a regression discontinuity analysis to assess the effectiveness of the Commitment to Colorado grant program for low income student retention.
- The purpose of this report is to explore various measures of student success (2nd fall retention, third fall retention, first-year cumulative GPA and completed credits) for C4E scholarship recipients.
- Prior Version
- 2016 C4E Assessment Presentation
- The purpose of this report is to track CO Challenge Scholarship recipients’ progress towards institutional goals set by the CO Challenge counselors.
- Fall 2014 CO Challenge Scholarship Recipient Success: CO Challenge First Year Outcomes
- The purpose of this brief is to describe the academic and demographic characteristics of Puksta Scholars at CSU and to highlight their success (measured by graduation rates).
- 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.
- This study investigates the relationship between Expected Family Contribution (EFC) and persistence to the 2nd Fall and 3rd Fall semesters for the FA11-FA15 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.
- Fall 2015 Version
- Fall 2013 Version
- Fall 2012 Version
- Fall 2011 Version
- 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.
Major Changing Reports
- 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.
- 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.
The purpose of this report is to describe undeclared students at CSU both relative to declared students and internally by specific undeclared major.
- The purpose of this report is to compare the average salary of anthropology faculty (by rank) to the average salary for anthropology faculty among a group of peer institutions. Overall, CSU anthropology faculty have a lower average salary compared to nearly all of our peers; however, the relative difference between CSU faculty and peers has decreased slightly in 2016-17 compared to prior year comparisons.
- The purpose of this report is to compare the average salary of Economics faculty (by rank) to the average salary for Economics faculty among a group of peer institutions. Overall, CSU Economics faculty have a lower average salary compared to the peers in this report. Additionally the relative difference in average salary between CSU faculty and peers has increased in 2016-17 compared to the prior year comparisons for all ranks.
- The purpose of this report is to compare the average salary of CSU History faculty (by rank) to the average salary for History faculty among several peer institutions. Overall, CSU History faculty have a lower average salary compared to faculty members at the peer institutions considered in this report. The salary as a percentage of peer for Associate and Assistant ranks are substantially higher than Full Professor. As a percentage of average peer salaries, CSU average salaries have dropped across ranks when compared to the 2013-14 fiscal year.
- The purpose of this report is to compare the average salary of CSU Journalism faculty (by rank) to the average salary for Journalism faculty among several peer institutions. Overall, CSU Journalism faculty have a lower average salary compared to faculty members at the peer institutions considered in this report. The salary as a percentage of peer is inversely related to rank. As a percentage of average peer salaries, CSU average salaries have dropped for Full and Associate Professors when compared to the 2013-14 fiscal year, while Assistant Professor salaries have increased.
- The purpose of this report is to compare the average salary of political science faculty (by rank) to the average salary for political science faculty among a group of peer institutions. Overall, CSU political science faculty have a lower average salary compared to nearly all of our peers; however, the relative difference between CSU faculty and peers has decreased for full professor and increased slightly for other ranks in 2016-17 compared to prior year comparisons.
- The purpose of this report is to compare the average salary of CSU Sociology faculty (by rank) to the average salary for Sociology faculty among several peer institutions. Overall, CSU Sociology faculty have a lower average salary compared to faculty members at the peer institutions considered in this report. The salary as a percentage of peer is inversely related to rank. As a percentage of average peer salaries, CSU average salaries have dropped across all ranks when compared to the 2013-14 fiscal year.
- The purpose of this presentation is to provide a description of the demographics as well as higher education access and success of Access Center students at CSU.
- The Taking Stock Program includes a first-year survey intended to better understand student’s first year experiences and how they impact their student success outcomes.
- The purpose of this presentation is to describe the different success levels and math pathways that first-time, full-time students with a MATH ACT score below 19 have shown at CSU.
- The purpose of this presentation is to explore various measures of student success (2nd fall retention, third fall retention, first-year cumulative GPA and completed credits) for C4E scholarship recipients.