Associations Between Student Attributes and Success

The April 2021 report uses logistic regression models to illustrate the associations between student attributes (e.g., gender, race/ethnicity, high school GPA, etc.) and measures of persistence and graduation. We estimate how much more (or less) likely a student is to persist to 2nd fall or graduate within 4-6 years by having a certain attribute, relative […]

Early Performance Feedback and Course Success

Started in FA09 to enhance first-year student performance in 100-level courses, Early Performance Feedback (EPF) is a structured early warning program that helps improve academic feedback during the critical early weeks of the semester. In EPF courses instructors identify students “meeting expectations” (ME) and those “not yet meeting expectations” (NYME) within the first 4 weeks […]

On-Campus Work and Success

This report examines the relationship between on-campus employment and undergraduate student persistence and graduation. Campus employment, in addition to providing financial support, also provides opportunity for meaningful learning experiences and connection to the campus community, similar to other co-curricular experiences. This report uses student employment data in the system of record for the FA08 through FA18 first-time, […]

Academic Predictors of Success

The number of institutions of higher education using Test Optional Policies (TOPs) in admissions decisions has increased significantly in recent years, including a growing number of 4-year Colorado institutions (Colorado College, University of Denver, Colorado Christian University, and Metropolitan State University). Recent national research indicates that institutions that adopt a test-optional admissions policy experience an increase in applications as […]