Gaps in Student Success


Demographic Analysis of First-Year Honors Students
  • 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
Gaps by Ethnicity
  • 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.
Gaps by First Generation Students
  • 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.
Gaps In Math Achievement By Demographic Group
  • 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.
Gaps In Student Achievement For The Honors Program
  • 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
Graduation Rates By Minority And Residency Status
  • This report explores the difference in graduation rates by minority status and residency.
Key and C4E's Impact on GAPS
  • 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 Reports


TILT Tutoring and 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.
  • APLU Adaptive Courseware
    • 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.

    Residence Life


    Residence Life Reports
  • 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.
  • Graduation Rates by Second Fall Residence Hall Status
    • This report looks at graduation rates among sophomores by second year residence hall status.
    Residence Life Student Success by Demographics
    • This report extends the student success analysis completed in the Fall 2015 Residence Life Assessment Report to look at differences within demographic groups between commuter and residence hall students.

    Learning Communities


    Key Community's Impact On Graduation And Retention
    • 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.
    Key Learning Community ROI
    • The additional net tuition revenue gained by each Key cohort is greater than the cohort cost of Key programming.
    Key Plus Student Success
    • 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.
    Learning Community Annual Report

    Co-Curricular Programs


    Access Center Assessment Report
    • 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
    Education Abroad Graduation Rates
    • These reports explore graduation outcomes by education abroad participation and how these associations may vary by student characteristics.
    President’s Leadership Program
    • This report explores the association between participation in the President’s Leadership Program and academic success.
    Rams Against Hunger
    • This report describes the student demographics and academic performance for Rams Against Hunger applicants and awardees.
    Mobile Food Pantry (MFP)
    • This report describes the visitors to the Mobile Food Pantry (MFP) between 2017 and 2019. MFP is a monthly event that provides up to 20 pounds of food to eligible students.
    Student Recreation Center
    • This report explores the association between undergraduate students’ CSU recreation center usage and student success outcomes for the 2015 academic year.
    Student Success And Career Services Usage
    • This report explores the association between career services usage and student success outcomes among first-time, full-time and transfer cohorts at CSU.
    El Centro
    • This report describes demographics and student success outcomes for El Centro program participants.

    Institutional Level Studies of Student Success


    Cche Index Score Decomposition And Predictive Utility Assessment
    • 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.
    Course Type Analysis
    • 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.
    Credit Recovery Courses, FA14-FA18
    • This report explores associations between credit recovery courses (CRC) and student success measures.
    Describing the Relationship between Remediation and Retention and Graduation
    • 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).
    2009-10 Consortium For Student Retention Data Exchange (CSRDE) Peer Report
    • 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.
    Early Indicators of Student Progress and Success
    • 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.
    First Year Seminar Associations With Student Success
    • 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.
    Freshman Retention Models, Csu Admissions Variables
    • 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.
    Graduation And Retention Rate Comparison Of Fall Vs. Spring Start New Freshmen
    • 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.
    Graduation And Retention Rates Of Nonresidents By State
    • 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.
    Leading Indicators: First Year Student Behaviors That Influence The Likelihood Of Success
    • 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
    • Momentum Year Behaviors and Student Success: 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
    Math Completion Patterns Among Students Of Concern
    • 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.
    Observed And Predicted Retention By Department
    Pre-Admit Characteristics and Behaviors Associated with Student Success
    • 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.
    Unsuccessful Course Completion and Student Success
    Associations Between Student Attributes & Success
    • 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)
    Undeclared Student Success At CSU
    • The purpose of this report is to describe undeclared students at CSU both relative to declared students and internally by specific undeclared major.
    Summer Session Enrollment And Student Success
    • 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
    • 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.
    Transfer Student Success
    • 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

    Course Level Studies of Student Success


    Campus Connections Demographics and Success Outcomes
    Early performance feedback and course success
    • Early Performance Feedback and Student Success (Feb 2019): 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.
    • Technical Appendix: Course-level Statistics (Feb 2019): 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.
    • Previous version (Dec 2017): This report explores the association between student course-level success and course participation with the EPF program.
    Learning Assistants and Course Success
    MPE Exam and Student Success among Biology and Zoology Majors
    • This report explores whether students’ incoming math ability predicts student success among Biology or Zoology majors.
    Toledo Math Scores
    Chem105 Participation and Subsequent Chemistry Success

    Financial Aid


    ASSET Students
    • 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.
    Commitment to Colorado Regression Analysis
    Community for Excellence Assessment Report
    • 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
    Fall 2015 CO Challenge Scholarship Recipient Success
    Puksta Scholars at Colorado State University
    • 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).
    Reisher Scholars At Colorado State University
    • 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
    • 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.

    • Fall 2016 Version
    • Fall 2015 Version
    • Fall 2013 Version
    • Fall 2012 Version
    • Fall 2011 Version
    Student Success of Alliance Scholarship Recipients
    • 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.

    IPEDS Reporting


    IPEDS Data Feedback Trends Report
    • 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.

    IPEDS Reporting


    IPEDS Data Feedback Trends Report
    • 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


    Major Changes And Persistence Patterns
    • 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.
    Undeclared Students And Their Major Changing Behavior
    • 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.
    Undeclared Student Success At CSU
    • The purpose of this report is to describe undeclared students at CSU both relative to declared students and internally by specific undeclared major.

    Qualitative Reports


    Qualitative Reports

    Faculty


    Anthropology Peer Faculty Comparison
    • 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.
    Economics Peer Faculty Comparison
    • 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.
    History Peer Faculty Comparison
    • 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.
    Journalism Peer Faculty Comparison
    • 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.
    Political Science Peer Faculty Comparison
    • 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.
    Sociology Peer Faculty Comparison
    • 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.

    Presentations


    Access Center Assessment Presentation
    • 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.
    First-Year Survey and Reforming the Student Success Prediction Model
    • 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.
    MATH REMEDIATION STUDENTS
    • 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.
    2016 C4E Assessment Presentation
    • 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.

    Publications