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Student Retention Assessment
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Instructions:
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This assessment
covers student retention strategies, practices, processes and programs for
each stage of the students life at the institution. Select a value of 1 to 5 from the drop list
in the scoring column for each statement.
A value of "1" means that you strongly disagree with the
statement as it applies to your institution and a value of "5"
means that you strongly agree with the statement as it applies to your
institution If the statement is not
applicable to your situation, select "0" from the drop list. No questions are to be left unanswered. Compare your average score to the rating
scale at the bottom of this tool.
The purpose of this assessment is to identify areas of strength and areas
of opportunity. Ideally, this
assessment will give you peace of mind.
More than likely, it will identify areas for improvement - and that's
a good thing!
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Rating Scale:
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Overall Results for This Section:
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Score 5 - Strongly
Agree
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Total Questions in This Section
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Score 4 - Agree
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Total Questions Answered
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Score 3 - Unsure
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Total Questions Applicable to Your Business
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Score 2 - Disagree
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Total Points
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Score 1 - Strongly
Disagree
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Average Score
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Score 0 - Not
Applicable
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Average Grade
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Individual Results for Each Category:
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General (Max. Total Points: 70)
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Recruitment Stage (Max. Total Points: 35)
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New Student Stage - Year 1 (Max. Total Points: 130)
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Current Student Stage - Beyond
Year 1 through Graduation (Max. Total Points: 15)
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Stop Out Stage (Max. Total Points: 45)
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Drop Out Stage (Max. Total Points: 15)
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#
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New Student
Acquisition / Lead Management
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We have a written
strategic retention plan
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We have a single
position responsible for retention efforts
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We developed the
retention plan with input and approval from key stakeholders representing
student facing departments from around the college
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We have clearly
identified and defined “factors” that are common amongst current and past
at-risk and successful students
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We developed a plan
that clearly identifies and defines “symptoms” of at-risk and successful
behavior
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We developed a
process for reconfirming the “factors” on a semi-annual basis so we can
confirm the student’s status
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We developed the
factors and symptoms based upon research of current and prior at-risk and
successful students
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We have clearly
define segments of students for example “low”, “medium” and “high” risk, stop
out, drop out etc.
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We have clear action
plans that are implemented for each segment of students
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We have shared the
written plan with all key stakeholders across the institution
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We developed the
written plan with input from all key stakeholders across the institution
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We developed a
clearly defined process for capturing, storing data for analysis
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We have specific
tasks and requirements for monitoring data capture to ensure quality
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We have a detailed
data capture training process for staff that is required
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We defined our target
audience based on the characteristics of our ‘best most successful students’
(demographic, psychographic, geographic factors)
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We have a clearly
defined qualification process that identifies our segments [ex] not
qualified, low risk, medium risk, high risk etc.
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We have a process for
capturing the data we need to define the individual as “qualified”, “not
qualified”, and “low”, “medium” or “high” risk for attrition during the
recruitment stage so that we can serve the individual more effectively.
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We have a process for
recruiting, enrolling, onboarding and retaining students we preliminary
determine to be “High Risk”
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We have a process for
recruiting, enrolling, onboarding and retaining students we preliminary
determine to be “Low Risk”
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We have a process for
recruiting, enrolling, onboarding and retaining students we preliminary
determine to be “Medium Risk”
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We have a process for
helping those deemed as “unqualified” to pursue more appropriate solutions
for their wants and needs – and this process ensures that the individual is
not pursued by the institution until they are reevaluated and reclassified as
“qualified”.
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We have a formal
onboarding process for all new students
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We have a formal
onboarding process designed specifically for new students identified as “high
risk”
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We have a formal
onboarding process designed specifically for new students identified as
“medium risk”
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We have a formal
onboarding process designed specifically for new students identified as “low
risk”
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We develop curriculum
specifically for non-traditional students unique needs
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We monitor class
performance in real time in order to identify where students seem to struggle
so that portion of the course can be redesigned
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We compare time to
complete an assignment with grade earned and use that to calculate risk of
attrition
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We have created a
‘degree road map’ for all programs so that the non-traditional student knows
what courses they will take and when in order to graduate
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We created the
‘degree road maps’ to account for students that desire to take more than one
course per term so that their course work load remains manageable.
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We closely monitor
key symptoms of risk and have a clear action plan based on our findings
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We offer tutoring
services on the main campus, satellite campus, online and remote locations in
order to meet the nontraditional students’ needs for flexibility and
convenience
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We offer classroom,
hybrid and online options to non-traditional students
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We offer early
morning, late evening and weekend courses (classroom and hybrid) in order to
serve the nontraditional students need for flexibility and convenience
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We mix synchronous
and asynchronous features into our online courses in order to provide
nontraditional students with the flexibility and convenience they require.
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We offer all student
services 24/7 in order to meet the needs of nontraditional students
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We offer all student
services at all locations (main campus, satellite campuses, online) for easy,
convenient access
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All student facing
departments have access to a centralized database/CRM that they utilize to
record encounters with students and capture key data that helps us evaluate
the risk of attrition
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We immediately survey
students after they have engaged with any student services in order to ensure
that they were satisfied by the experience and so we can update their risk
factor status.
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We assign a mentor to
all new students identified as ‘high’ risk in order to help them navigate our
institution on campus and online
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We assign a tutor to
all new students identified as “high risk” in subject matter areas such as
math, writing, etc.
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When a student begins
to display symptoms of risk, we immediately initiate a process to help the
student
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We have designed
intervention strategies that have set goals, objectives and measurements to
determine success
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We re-evaluate all
new students at least 2 times during their first year in order to determine
if they ….factors that lead to risk
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We have developed
processes for identifying the needs and expectations of the new student so we
can provide them with the most appropriate services and support
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We have created space
dedicated to nontraditional students so they have places to congregate and
socialize
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We have scheduled
events on a wide range of topics (entertainment, sports, career development,
financial planning etc.) to bring nontraditional students together for
socialization and networking outside the classroom around other areas of
interest.
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We have developed a
process confirming and updating data that impacts the students Factor of
Risk.
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We confirm and update
the risk factor data at least twice per year
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We immediately adjust
the students support plan based on the updated risk factor update.
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We have a clear
definition of what a ‘stop out’ is that is shared across the institution
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We have developed an
effective ‘early warning system’ that identifies the symptoms of attrition
early in the process so that we can respond appropriately
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We have an action
plan that immediately goes into action when a student triggers the ‘early
warning system’
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We have an action
plan that immediately goes into action when a student stops out
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We have developed
personalized retention plans based on the individuals factors and symptoms
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We use a
multi-channel effort to contact and work with the student so they return to
our program in a timely manner and prepared to succeed
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We use multiple
points of contact in the multi-channel effort in order to connect with them
through the appropriate contacts which might include their adviser, faculty,
department chair, mentor, tutor, etc.
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All student facing
faculty and staff are trained on how to engage with a student in this stage
in order to help them determine their best course of action – returning to
our program or formally dropping out.
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Our goal for this
stage is to help the individual come to the right decision for them – be it
returning to our program or formally dropping out or transferring to another
institution.
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We have a clear
definition for ‘drop out’ that is known and shared across the campus by
faculty, staff and students.
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We have a process in
place for interviewing those that have requested to formally withdrawal from
the institution in order to determine reasons that we can impact.
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We have a process in
place for interviewing those that have requested to transfer from the
institution to another institution in order to determine reasons that we can
impact.
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Analysis of your Score
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Grade "A" - Excellent -
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You have excellent
business and marketing processes and practices in place.
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Grade "B" - Above Average
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You have good
processes and practices in place and only need to work on fine tuning a few
critical areas. You could benefit from
streamlining processes.
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Grade "C" - Fair
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You need to evaluate
and document processes that utilize your resources efficiently.
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Grade "D" - Below Average
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Your organization has
a lot of work to do in improving marketing strategies and marketing
management processes and practices.
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Grade "F" - Poor
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Your organization is
on life support.
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© 2017 DWS Associates.
All Rights Reserved.
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