Community for Excellence
The Community for Excellence (C4E) creates an asset-based approach to equitable learning experiences for students from their first semester to their last. In addition to recognizing the critical importance of educational partners in students’ home communities, C4E leverages the power of a network of campus partners to facilitate belonginess through scholar contact relationships and connections […]
Math Success
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. There are significant differences in math […]
Taking Stock
The Taking Stock (TS) program seeks to better understand students’ first year experiences, further their opportunities for success, and improve first-year retention. TS uses survey data to promote meaningful conversations between on campus undergraduates and their Resident Advisors (RAs). These interactions provide early feedback and help to inform and create a support network for each […]
Education Abroad
These studies explore the relationship with study abroad (SA) participation and graduation outcomes, namely to understand whether participating in study abroad significantly hinders graduation rates or time to graduation. The most recent study found SA students who persisted to their third year had significantly higher five-year and six-year graduation rates compared to non-SA students who […]
Access Center
This report describes the demographics as well as higher education access and success of Access Center students at CSU. College access is measured by the college going rates for Access Center high schools and with CSU’s yield and admit rates for applicants from these high schools. The metrics used to assess student success are outcomes […]
Unsuccessful Course Completion and Student Success
These reports explore the association between an unsuccessful course completion (defined as earning a D, F, or U grade) in undergraduate courses on retention and graduation for first-time, full-time (FTFT) students. A student with no unsuccessful course completions has a predicted freshman retention rate of 95.2% compared to 88.0% for an identical student with at least […]
Key Communities
The Key Communities are highly diverse first- and second-year learning communities designed to help CSU achieve its student success goals. Key is an effective way to support graduation for all students but particularly among historically underserved populations. First-year Key students live together on designated residence hall floors, and enroll in 2 to 3 of their […]
Residence Life
Residence Life Annual Assessment Reports provide information on the demographics and student success outcomes of different groups of students: (i) residence life students in a learning community, (ii) residence life students not in a learning community, and (iii) commuter students. In addition, a handful of supplementary reports provide more detailed information about student persistence rates, […]
First-Year Seminar Associations With Student Success
The January 2018 report explores 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. This report also explores these associations excluding Key and Honor’s students. These two groups of students are about 50% of seminar students and are very different […]
Observed vs Predicted Persistence and Graduation
The April 2020 report explores differences between an undergraduate department’s observed second-fall persistence and six-year graduation rates and the department’s predicted rates, based on the demographics and high school GPA of the three most recent first-time, full-time (FTFT) cohorts. The intent of this analysis is to encourage conversation around policies and curriculum at the department […]