Research briefs are topically organized and searchable by key words
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.
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.
This report focuses on the differences in 2nd and 3rd fall persistence as well as 6 year graduation for students with racially-minoritized identities compared to non-minoritized students.
- Asian/Pacific Islander Persistence and Graduation Gaps
- Black/African American Persistence and Graduation Gaps
- Hispanic/Latino/a 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 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.
In SP20 students were allowed to switch their grade(s) to S/U grading after grades posted. They were also permitted to withdraw from a course up until the last day of classes. This report summarizes the impact these adjustments had on our student success metrics.
COMMUNITY FOR EXCELLENCE
This study is the first comprehensive assessment of student success outcomes (e.g., persistence, GPA) for participants in the C4E program and includes first-year and transfer students from the FA16 through FA19 cohorts. Program-level analyses are available as Appendix B.
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.
In July 2016, TILT joined seven other land-grant institutions in the Accelerating Adoption of Adaptive Courseware grant offered by the Personalized Learning Consortium of the Association of Public and Land-grant Universities (APLU). This assessment conducted by IRP&E is a supplemental, internal assessment of the APLU grant and examines success rates for students enrolling in courses redesigned to utilize adaptive courseware and active learning.
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
- Fall 2019 Residence Life Assessment Report
This report examines residential learning outcomes by first-year housing status (on-campus vs. off-campus) using 2016 and 2019 NSSE items.
This report looks at graduation rates among sophomores by second year residence hall status.
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.
Compared to statistically similar second year students, Key Plus participants earn a slightly higher end of term cumulative GPA in their second spring, persist to third fall at a higher rate, and have similar four- and six-year graduation rates.
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.
- 5 Year Learning Community Summary Report
- Learning Community Annual Report 2015
- Learning Community Annual Report 2016
- Learning Community Annual Report 2017
- Arts and Creative Expression Annual Report
- College of Natural Sciences Annual Report
- Global Village Report
- Health and Exercise Science Report
- Honors Residential Report
- Key Communities Report
- Leadership Development Community Report
- Walter Scott, Jr. College of Engineering Report
- Warner College of Natural Resources Report
This report describes the student demographics and academic performance for Rams Against Hunger applicants and awardees.
This report explores three programs that support students, faculty, and staff experiencing food insecurity, specifically: the Ram Food Recovery Program, the Meal Swipe Program, and the Mobile Food Pantry between 2017 and 2020. (Previous version from 2019 reports on only the Mobile Food Pantry.)
This report describes demographics and student success outcomes for Native American Cultural Center participants from FA10 to SP20.
This report explores the association between undergraduate students’ CSU recreation center usage and student success outcomes for the 2015 academic year.
This report explores the association between career services usage and student success outcomes among first-time, full-time and transfer cohorts at CSU.
This report describes demographics and student success outcomes for El Centro program participants.
INSTITUTIONAL LEVEL STUDIES OF STUDENT SUCCESS
This report examines success metrics among first-time, full-time (FTFT) undergraduate students identified as recommended for support (SRS) during the holistic application review process.
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.
This report explores associations between credit recovery courses (CRC) and student success measures.
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.
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.
- LeadingIndicators:First year student behaviors that influence the likelihood of success.
- A Follow-up Study Focusing on Math, Composition, and Credit Completion in the First Year
This study conducting in the fall of 2019 dives deeper into leading indicators, in support of the State’s participation in Complete College America’s National Momentum Pathways Project as of October 2018. This study examines the three key indicators – completion of 30 credits, math, and English – within the first academic year and their association with second fall persistence.
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).
This report aims to identify factors in the pre-admit process that are associated with student success, as well as to identify first fall characteristics associated with success.
This study examines the association between an unsuccessful course completion in any undergraduate course on retention and graduation for first-time, full-time (FTFT) students.
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.
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. Updated December 2018.
- Associations between Summer Enrollment and Student Success1Associations between Summer Enrollment and Student Success
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.
This report provides an overview of transfer students admitted to the university during the 2011 through 2017 cohort years, exploring demographic characteristics, student success outcomes, as well as perceptions and experiences as captured in the annual Taking Stock survey.
This study explores the validity of high school GPA as a stand-alone predictor of future collegiate success, compared to the combination of HS GPA and test scores.
This addendum expands on the HS GPA Predictive Strength report, exploring associations between meeting Higher Education Admission Requirements (HEAR) standards and success outcomes among students recommended for support.
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.
This report examines Early Performance Feedback’s (EPF) growth over time and assesses the association of the EPF program (e.g., section-level participation and EPF notifications) with student success outcomes (e.g., successful completion and persistence). The association of U-Turn participation with student success is also examined.
This appendix includes the regression models and course descriptive statistics such as student race, W-drop rate, EPF notifications, and U-Turn attendance for each course included in this study.
This report explores the association between student course-level success and course participation with the EPF program.
This report examines EPF participation, second fall persistence, and first fall academic probation for the five most recent first-time full-time (FTFT) and transfer student cohorts (FA15-FA19).
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.
This report assesses the associations between CHEM105 participation and subsequent success in chemistry courses at CSU.
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 track CO Challenge Scholarship recipients’ progress towards institutional goals set by the CO Challenge counselors.
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.
Student Success and Financial Aid 2017: This report examines student success outcomes (persistence, GPA, credit completion) for the FA16 and FA17 first-time, full-time (FTFT) Colorado resident cohorts by the level of financial aid awarded. Students are classified into one of five groups depending on the level of financial aid received, if any. Overall, the level of financial aid is positively associated with student success outcomes for students in each financial aid category; estimates for additional aid needed to achieve equitable outcomes for limited and lower income students are provided.
Previous versions investigate the relationship between Expected Family Contribution (EFC) and persistence to the 2nd Fall and 3rd Fall semesters.
This report explores the student persistence and graduation for Alliance Scholarship Recipients compared to all other students as well as exploring the rate of Alliance Scholarship renewal.
During the COVID-19 pandemic, CSU received $8.8 million for direct student payments from the Higher Education Emergency Relief Fund, part of the Coronavirus Aid, Relief and Economic Security (CARES), Act. This report examines how funding from the CARES Act as well as institutional aid supported the CSU community.
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 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.
- Against the Odds: The Impact of the Key Communities at Colorado State University on Retention and Graduation for Historically Underrepresented Students
- Examining the Impact of the Engineering Successful/Unsuccessful Grading (SUG) Program on Student Retention: A Propensity Score Analysis”
- The Relationship Between FAFSA Filing and Persistence Among First-Year Community College Students
- FAFSA Filing Among First-Year College Students: Who Files on Time, Who Doesn’t, and Why Does it Matter?
- The Consequences of Leaving Money on the Table: Examining Persistence among Students Who Do Not File a FAFSA