Student Diversity Programs and Services (SDPS)

These reports produced for the Asian Pacific American Cultural Center (APACC), Black/African American Cultural Center (BAACC), El Centro, and the Native American Cultural Center (NACC) assist with their program review process by providing the demographics, persistence, graduation, and GPA of students that participate in their programs. The SDPS offices play important roles on campus by […]

Fostering Success Program

The Fostering Success Program (FSP) is a donor funded program that provides scholarships, academic support, and other resources to students from independent backgrounds. This report describes the participants of FSP and assesses their student success outcomes, i.e., persistence rates, four- and six-year graduation rates, first fall academic probation rate, and first fall CSU cumulative grade […]

Academic Advancement Center

The Academic Advancement Center is committed to centering the needs and experiences of institutionally minoritized students by creating opportunities to access higher education. A FA22 assessment report examines the association between AAC participation and student success outcomes among a sample of first generation and/or limited income students (the eligible population for AAC support) using propensity […]

Major-Changing Patterns & Student Success

An October 2022 report provides a comprehensive descriptive picture of major-changing patterns at CSU and the association between major changing and student success outcomes. The report focuses on first-time, full-time undergraduate summer and fall starts in cohorts FA12 – FA17 to ensure students are tracked long enough to capture major-changing behavior — particularly as it […]

Qualitative Study on Why Students Leave CSU

In the fall of 2021, IRP&E contracted with the Institute for Research in the Social Sciences (IRISS) to conduct a qualitative study to understand why undergraduate students leave CSU before graduating and what types of supports or policies CSU can implement to retain students through graduation. IRISS conducted interveiws with student-facing CSU staff and first-time […]

Summer Session and Student Success

These reports describe the association between summer session enrollment and student success (measured by persistence, graduation, GPA) among first-time, full-time (FTFT) cohorts at CSU. Overall, summer enrollment appears to be a positive academic behavior in terms of persistence and graduation, especially for students that struggle during the first academic year. Students that enroll in one or more […]

Student Success by College

Two October 2021 reports document differences between CSU colleges in both undergraduate student demographics and in measures of persistence and graduation. The Student Access and Success by College report summarizes student characteristics by college and for the first-time, full-time cohort of FA21 students specifically. It also documents 2nd fall persistence rates, 4-year graduation rates, and […]

Racially Minoritized Students

The 2019 report explores differences in persistence and graduation rates among self-identified racial categories and serves as an update to reports generated by identity in 2016 that highlighted gaps for all racially minoritized (RM or minoritized) groups. Institutional research data by racial groups are often presented according to federal guidelines, which masks variation and undercounts […]

First Generation Students

A persistent and large percentage point difference in persistence and graduation rates exists for first generation students compared to their continuing generation peers. This report compiles CSU’s research on first generation students to help inform the campus discussion on closing this success gap. This research overview indicates that there are programs and academic behaviors that […]

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 […]