scholarly journals Using Data To Enhance Decision Making: Graduation Initiative 2025

2018 ◽  
Vol 11 (3) ◽  
pp. 121-126
Author(s):  
Shari McMahan ◽  
Muriel C. Lopez-Wagner
Keyword(s):  
Decision Making ◽  
Graduation Rates ◽  
First Generation ◽  
First Generation College Students ◽  
California State University ◽  
Data Driven ◽  
Pell Grant ◽  
State University ◽  
First Year Students ◽  
Data Driven Approach

The California State University launched its Graduation Initiative 2025 in January 2015 with a clear goal to increase graduation rates for our 475,000 students across all 23 campuses.  The Graduation Initiative 2025 will add 100,000 more baccalaureate degree-educated citizens to California over the next ten years and begin to meet workforce demands. Increasing graduation rates, particularly for first-generation students, requires a strategic, data-driven approach. California State University, San Bernardino (CSUSB) faces particular challenges as 81% of our undergraduate population are first-generation college students, 63% receive Pell Grant, and 56% of incoming first-year students require some form of developmental coursework in English, math, or both.  Data-driven decision-making must be used to focus graduation efforts.  CSUSB organizes data regarding college readiness, and enrollment characteristics as preparedness have a direct influence on time to degree.  Data on persistence and progress towards the degree are also important to track when examining graduation rates as it helps identify areas to improve.  Finally, data on completion and post-graduation are indicators to track the progress of the initiative and meeting workforce demands. 

“I’ve Never Had to Do This on My Own”

2021 ◽  
pp. 95-109
Author(s):  
Kevin Correa ◽  
Sylvia Symonds
Keyword(s):  
College Students ◽  
Student Retention ◽  
Emerging Adults ◽  
First Generation ◽  
First Generation College Students ◽  
State University ◽  
Arizona State University ◽  
Additional Information ◽  
First Generation College

Receiving an acceptance letter to college can be both exciting and daunting for many students. For some, attending college has been an expectation since birth, but for others they will be the first in their family to attend. This chapter identifies ways to support emerging adults, including advising, mentoring, and coaching as they transition to the college campus and remain to complete their studies. Additional information on the challenges faced by first-generation college students is provided as well. The case study describes the First-Year Success (FYS) Center at Arizona State University. Guiding questions help readers consider how they might increase student retention and success at their own institutions.

scholarly journals A data-driven approach for multi-scale GIS-based building energy modeling for analysis, planning and support decision making

2020 ◽  
Vol 279 ◽  
pp. 115834
Author(s):  
Usman Ali ◽  
Mohammad Haris Shamsi ◽  
Mark Bohacek ◽  
Karl Purcell ◽  
Cathal Hoare ◽  
...  
Keyword(s):  
Decision Making ◽  
Building Energy ◽  
Energy Modeling ◽  
Data Driven ◽  
Building Energy Modeling ◽  
Multi Scale ◽  
Data Driven Approach ◽  
Support Decision Making

Are Students Dropping Out or Simply Dragging Out the College Experience? Persistence at the Six-Year Mark

2013 ◽  
Vol 13 (2) ◽  
pp. 1121-1142 ◽  
Author(s):  
Leslie S. Stratton ◽  
James N. Wetzel
Keyword(s):  
Graduation Rates ◽  
First Generation ◽  
Multinomial Logit Model ◽  
First Generation College Students ◽  
Dropping Out ◽  
College Outcomes ◽  
Academic Background ◽  
Level Data ◽  
Future Success ◽  
First Generation College

Abstract Standard analyses of college outcomes look at six-year graduation rates, treating all non-graduates alike as “failures”. However, we find that 36% of non-graduates are still enrolled. Using micro-level data with rich information on demographic and academic background, we employ a multinomial logit model to distinguish among graduates, persisters, and dropouts six years following matriculation. We find that there are significant differences across these populations. Separate evidence indicates that as many as half of those persisting at the six-year mark will graduate within a few years. Thus, six-year graduation rates understate “success,” but future success is not the same for all groups. Holding academic background constant, reported graduation rates are lower for Hispanics because they are taking longer to graduate and lower for first-generation college students because they are dropping out. The most important factor is academic background, suggesting that increased financial aid is unlikely to substantially increase graduation rates.

scholarly journals Course Design and Academic Outcomes in Quantitative Literacy After Eliminating Required Remediation

Numeracy ◽  
2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Jennifer Clinkenbeard
Keyword(s):  
Academic Outcomes ◽  
Course Design ◽  
California State University ◽  
Quantitative Literacy ◽  
State University ◽  
College Level ◽  
First Year Students ◽  
State University System ◽  
College Credit ◽  
Mathematics Courses

In Fall 2018, remedial mathematics courses were eliminated from the 23-campus California State University system under Executive Order 1110. Incoming first-year students were placed into college credit-bearing mathematics courses with options for corequisite support. This study examines the academic outcomes for students at California State University Monterey Bay in a college credit level quantitative literacy (QL) mathematics course with optional corequisite support during the 2018-2019 academic year. Taken together, the results of this study suggest that required remediation is not necessary for success in college-level QL. The corequisite support model also has potential to support more equitable outcomes for all students. However, further study is needed to identify institutional, departmental, and pedagogical best practices for effective corequisite support in QL.

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