ADDENDUM
BEGINNING COLLEGE SURVEY OF
STUDENT ENGAGEMENT
2012 OSU RESULTS
High Achieving High School Students
(Cum HS GPA > 3.75)
(Student Affairs Research Report, 01-13)
Rebecca A. Sanderson, PhD
Director
Student Affairs Research, Evaluation, and Planning
February, 2013
In order to support the OSU High Achieving Student Initiative, the following information
from the 2012 Beginning College Survey of Student Engagement is provided so that the
experiences in high school and the expectations for their first college year can be better
understood.
Table of Contents
Page
Introduction ................................................................................................................................. 1
Results ........................................................................................................................................ 1
Characteristics of High Achievers .................................................................................... 1
High School Experiences................................................................................................. 2
Involvement in High School Activities .............................................................................. 5
Academic Involvement in High School ............................................................................. 6
Academic Expectations ................................................................................................. 12
Expected Academic Involvement in First College Year .................................................. 12
Expected Integrative Activity during First College Year .................................................. 22
Expectations of Difficulty in First College Year............................................................... 25
Importance of OSU Providing in First College Year ....................................................... 28
Summary .................................................................................................................................. 31
Recommendations .................................................................................................................... 33
i
ADDENDUM
BEGINNING COLLEGE SURVEY OF STUDENT ENGAGEMENT
2012 OSU RESULTS
HIGH ACHIEVING HIGH SCHOOL STUDENTS
(Cum HS GPA > 3/75)
(Student Affairs Research Report, 01-13)
INTRODUCTION
This document is an addendum to the 2012 Beginning College Survey of Student Engagement
(BCSSE) Report. It specifically reports on the incoming students who completed the BCSSE
and who had a high school grade point average of 3.75 or better. These students are labeled
“High Achievers” in the report, tables, and figures. Those labeled as “Other than High
Achievers” also completed the BCSSE but had a high school grade point average of below 3.75.
The label, “All Participants” includes all entering first year students that completed the BCSSE.
Specific information about the BCSSE, its administration at OSU, and data analysis are
provided in the 2012 BCSSE report at:
http://oregonstate.edu/studentaffairs/sites/default/files/docs/assessment/2012_beginningcollege
surveyofstudentengagementreport.pdf
RESULTS
This report is divided into sections for ease of reporting and does not contain responses to all
the questions on the BCSSE. Rather specific questions were chosen based upon input from
Enrollment Management and others involved in the High Achiever Initiative at OSU.
The Results sections include: Characteristics of High Achievers, High School Experiences,
Involvement in High School Activities, Academic Involvement in High School, Academic
Expectations, Expected Academic Involvement in First College Year, Expected Integrative
Activity during First College Year, Expectations of Difficulty in First College Year, and
Importance of OSU Providing in First College Year.
Characteristics of High Achievers
As expected entering students categorized as high achievers (HS GPA > 3.75) were similar in
terms of demographic characteristics. Table 1 below contains the percent of students in each
category of specific demographic information. Nearly all entering students reported that they
were full-time (99%) regardless of whether or not they here high achievers. About 10% more
female students than male students were high achievers. A little over one-third of high achieving
students were first generation status with nearly the same percent of other than high achievers
reporting likewise. About 30% of high achievers were Pell eligible as was the other than high
achiever group. The OSU colleges that reported the highest percentages of high achievers
were Engineering (33%), Science (25%), Honors College (15%), and Public Health and Human
Sciences (11%).
1
There was no real difference between distance from home or from which type of high school
students graduated.
Table 1: Characteristics of High Achievers
Characteristics
High
Achievers
Percent
Other
than High
Achievers
Percent
All
Participants
Percent
Full-Time
99
99
99
Female
Male
56
45
45
55
49
51
0
12
1
76
2
0
1
4
1
2
2
12
2
68
6
0
2
5
1
2
1
12
2
71
5
0
2
5
1
2
34
35
34
1
1
1
30
30
30
6
8
2
6
33
2
11
9
25
15
7
5
14
1
7
26
2
10
6
16
0
10
5
12
1
6
29
2
10
8
19
5
9
24
54
23
20
52
28
21
53
26
93
6
1
0
0
88
10
0
0
0
90
8
1
0
0
Enrollment Status
Sex
Race
American Indian or other Native American
Asian, Asian American, or Pacific Islander
Black or African American
White (non-Hispanic)
Mexican or Mexican American
Puerto Rican
Other Hispanic or Latino
Multiracial
Other
I prefer not to respond
First Generation Status
Yes
International or Foreign Student
Yes
Pell Eligible (reported in Banner)
Yes
OSU College (reported in Banner)
Agricultural Sciences
Business/Pre-Business
Earth, Ocean & Atmospheric Sciences
Education
Engineering
Forestry
Public Health and Human Sciences
Liberal Arts
Science
University Honors College
University Exploratory Studies Program
Distance From Home
50 miles or less
51 miles-200 miles
201 miles or more
Graduated From Type of High School
Public
Private, religiously-affiliated
Private, independent
Home school
Other (e.g., GED)
2
High School Experiences
This section of the report focused on use of time in high school, involvement in high school
activities, and academic involvement in high school.
Use of Time in Last Year of High School
Overall high achievers (HA) devoted significantly more (p<.001) time to preparing for class than
did the other than high achiever (OHA) group. Figure 1 contains the frequency distributions of
responses for the high achievers, the other than high achievers and all participants as well as
the high achievers and other than high achievers mean and significance level results from the
independent T-test.
Figure 1: Last Year of High School: Preparing for class (studying, doing homework, rehearsing,
etc.)
40
HA mean = 3.84
OHA mean = 3.29
p<.001
35
Percent
30
25.6
25
22.9
20.2
20
14.4
30.6
15
33.4
8.7
10
18
5
0
8.3
0.7
0.3 0.9
0
29.7
1-5
28.8
6-10
18.8
11-15
10.5
16-20
4.2
3.3
5.4 6.6
2 2.8
1.2 1.9
21-25
26-30
>30
Hrs per week
Other Than High Achiever
All Participants
High Achiever
Students categorized in the other than high achiever group reported devoting significantly more
time in their last year of high school working for pay than did the high achiever group. Figure 2
below contains the frequency distribution of responses for the high achievers, the other than
high achiever groups and all participants. In addition, the high achiever mean and the other
than high achiever mean is reported along with the significance level from the independent Ttest.
The high achieving students reported significantly more time spent on average than did the
other than high achieving students participating in co-curricular activities (e.g., clubs, athletics,
etc.). Figure 3 contains the frequency distribution for high achievers, other than high achievers,
and all participants on this question. Additionally the means and level of significance are also
reported in Figure 3.
Figure 4 contains the frequency distribution for student reports of time spent relaxing and
socializing in their last high school year. Other than high achievers reported significantly more
3
time engaged in these activities than did the high achiever group as the means and significance
levels indicate.
Figure 2: Last Year of High School: Working for pay (before or after school, weekends)
60
HA mean = 2.26
OHA mean = 2.60
p<.001
49.3
50
Percent
40
30
46.4
18
20
12.2
8
10
16.5
44.7
3.3
11.6
11.2
15.7
6.5
8.9 8.6
8.9 8
5.8 4.9
1.3
2.7 2.2
1.3
2.1 1.8
21-25
26-30
> 30
0
0
1-5
6-10
11-15
16-20
Hrs per week
Other than High Achiever
All Participants
High Achiever
Figure 3: Last Year of High School: Participating in co-curricular activities (arts, clubs, athletics)
25
23
HA mean = 4.19
OHA mean = 3.91
p<.001
20
18.4
Percent
15.9
15
13.9
11.2
22
10
16.7
16.9
15.9
6.4
6.2
5.1
5
9.8
8
9
6.3
18.3
16
21.5
6-10
11-15
16.1
9.1
3.8
4.2
6.2
0
0
1-5
16-20
21-25
Hrs per week
Other than High Achiever
26-30
All Participants
>30
High Achiever
Thus, high achieving students reported significantly more time spent on preparing for class and
participating in co-curricular activities than did the other than high achieving students. Likewise,
the other than high achieving students reported significantly more time spent working for pay
and relaxing and socializing than did the high achieving students.
4
Figure 4: Last Year of High School: Relaxing and socializing (watching TV, partying, etc.)
35
31.8
HA mean = 3.84
OHA mean = 4.14
p<.001
30
Percent
25
21.3
18.4
20
15
15
28.5
22.2
10
16.5
5.9
15.5
5
0.3
0.4 0.4
5.1
2.2
7
15.4
26.6
22.7
15.8
7.6
4 3.3
7.4
6.6
0
0
1-5
6-10
11-15
16-20
Hrs per week
Other than High Achiever
21-25
All Participants
26-30
>30
High Achiever
Involvement in High School Activities
High achieving students reported that they devoted significantly more time to participation in cocurricular activities in their last high school year than did the other than high achievers. Table 2
below contains the co-curricular activity options and student rating of high involvement.
Highlighted activities are those in which high achieving students reported significantly more
involvement on average than did the other than high achieving students.
Table 2: During your high school years, how involved were you in the following activities at your
school or elsewhere?
Activities
Performing or visual arts programs
(band, chorus, theater, art, etc.)
Athletic teams (varsity, junior varsity, club
sports, etc.)
Student government
Publications (student newspaper,
yearbook, etc.)
Academic honor societies
Academic clubs (debate, mathematics,
science, etc.)
Vocational clubs (business, health,
technology)
Religious youth groups
Community service or volunteer work
HA %
OHA %
All %
HA
Mean
OHA
Mean
p
Value
Combined rating of 5 or 6
(1 Not involved, 6 Highly involved)
23
18
20
2.59
2.34
p<.001
55
16
50
7
52
10
1.95
1.68
p<.001
6
36
5
10
5
19
3.59
1.93
p<.001
9
6
7
8
16
46
7
10
33
8
12
38
2.16
4.24
1.87
3.69
p<.001
p<.001
5
High achieving students reported significantly more involvement than other than high achieving
students in:
 Performing or visual arts programs
 Student government
 Academic honor societies
 Religious youth groups
 Community service or volunteer work.
There was no significant difference in reported mean involvement in the other activities listed.
Academic Involvement in High School
This section is focused on student reports of their engagement in various academically-related
behaviors during their last year of high school.
High achieving students reported significantly more involvement in class discussions and asking
questions in class than did the other than high achieving students. Figure 5 below contains the
frequency distribution of high achievers, other than high achievers and all participants as well as
the means and level of significance.
Figure 5: During last year of high school: Asked questions in class or contributed to class
discussions
45
40
41.9
HA mean = 3.16
OHA mean =3.02
p<.001
32.7
35
Percent
30
24.5
25
20
15
10
5
0.8
0.9
0
Never
0.8
27.8
26.6
Sometimes
Other than High Achiever
40.4
37.6
Often
All Participants
31.1
34.9
Very Often
High Achiever
High achieving students and other than high achieving students reported little difference in
making class presentations. Most students reported that they made presentations sometimes
or often during their last year of high school. Only about 11% of students reported engaging in
this behavior very often in their last year. Figure 6 below contains the frequency distribution for
this item.
6
Figure 6: During last year of high school: Make a class presentation
60
52.6
50
35.1
Percent
40
30
20
11
10
1.3
1.5
1.4
47
49
40.2
38.4
11.3
11.2
0
Never
Sometimes
Other than High Achiever
Often
All Participants
Very Often
High Achiever
Again, high achievers and other than high achievers reported no difference in their level of
involvement in discussing grades or assignments with a teacher during their last year of high
school. The majority of students reported that they engaged in this behavior sometimes or often
during their last year. See Figure 7 below.
Figure 7: During last year of high school: Discussed grades or assignments with a teacher
45
38.9
40
36.7
35
Percent
30
25
21.2
20
15
10
3.1
5
3.2
3.2
38.9
38.9
39.5
38.5
18.4
19.4
0
Never
Sometimes
Other than High Achiever
Often
All Participants
Very Often
High Achiever
7
About 69% of students reported working with other students on projects during class in their last
high school year often or very often. There was no difference in the comparison between high
achieving students and other than high achievers on this behavior.
Figure 8: During last year of high school: Worked with other students on projects during class
60
46.8
50
Percent
40
30.4
30
22.2
20
10
1.2
0.7
1
26.4
27.8
54.3
54.6
18.1
19.6
0
Never
Sometimes
Other than High Achiever
Often
All Participants
Very Often
High Achiever
To a lesser degree students reported working with classmates outside of class to prepare
assignments. There was no difference between high achievers and other than high achievers
on this item. Most students reported that sometimes they engaged in this behavior but less than
10% reported that they did this very often.
Figure 9: During last year of high school: Worked with classmates outside of class to prepare
class assignments
60
52.9
50
Percent
40
29.8
30
20
9.7
7.7
10
9.1
8.6
53.9
53.5
27.9
28.6
9.2
9.4
0
Never
Sometimes
Other than High Achiever
Often
All Participants
Very Often
High Achiever
8
Most students reported that at least sometimes they had prepared two or more drafts of a paper
or assignment before turning it in. There was no difference between high achievers and other
than high achiever students on this item. Figure 10 below contains the frequency distribution on
this item.
Figure 10: During last year of high school: Prepared two or more drafts of a paper or
assignment before turning it in
45
39.1
40
35
30.8
Percent
30
25
17.8
20
15
12.3
10
5
13.2
12.9
40.1
39.7
29.7
30.1
17
17.3
0
Never
Sometimes
Other than High Achiever
Often
All Participants
Very Often
High Achiever
About 52% of students reported that they had had serious conversations with students who
were very different from them in terms of their religious beliefs, political opinions or personal
values. Figure 11 below contains the frequency distribution for this item. Further there was no
difference between high achievers and other than high achievers on this item.
Figure 11: During last year of high school: Had serious conversations with students who are
very different from you in terms of their religious beliefs, political opinions, or personal values
40
36.7
35
30.1
Percent
30
25
22
20
15
11.2
10
5
11.8
11.6
36.2
36.4
27.8
28.6
24.2
23.4
0
Never
Sometimes
Other than High Achievers
Often
All Participants
Very Often
High Achievers
9
About 50% of students reported that they often or very often had serious conversations with
students of a different race or ethnicity than their own. The other than high achiever group
reported significantly more of these conversations than did the high achiever group. Figure 12
contains the frequency distribution and means/significance levels for this item.
Figure 12: During last year of high school: Had serious conversations with students of a
different race or ethnicity than your own
40
35
HA mean= 2.57
OHA mean = 2.69
p<.05
34.5
Percent
30
25.4
24
25
20
16.1
15
10
5
13.8
14.6
32.1
33
25.6
25.6
28.4
26.9
0
Never
Sometimes
Other than High Achiever
Often
All Participants
Very Often
High Achiever
Most students reported that they sometimes discussed ideas from readings or classes with
teachers outside of class. There were no differences between the high achiever group and the
other than high achiever group. See Figure 13 below.
Figure 13: During last year of high school: Discussed ideas from your readings or classes with
teachers outside of class
46.9
50
45
40
Percent
35
30
25
23.7
19.8
20
15
9.6
10
5
25.1
24.6
46.4
46.6
20.6
20.3
7.9
8.5
0
Never
Sometimes
Other than High Achievers
Often
All Participants
Very Often
High Achievers
10
High achieving students reported discussing ideas from readings or classes significantly more
than did the other than high achieving students. Figure 14 below contains the frequency
distribution as well as the means and p value for this item.
Figure 14: During last year of high school: Discussed ideas from your readings or classes with
others outside of class (students, family members, etc.)
50
45
40
HA mean = 2.65
OHA mean = 2.53
p<.001
40.7
34.6
Percent
35
30
25
18.3
20
15
10
5
6.4
8
7.4
44.8
43.4
33.3
33.8
13.8
15.4
0
Never
Sometimes
Other than High Achievers
Often
All Participants
Very Often
High Achievers
High achieving students and other than high achieving students reported similarly on talking
with a counselor, teacher, or other staff member about college or career plans during their last
high school year. See Figure 15.
Figure 15: During last year of high school: Talked with a counselor, teacher or other staff
member about college or career plans
47
50
45
40
Percent
35
29.6
30
25
17
20
15
10
6.4
5
8
7.4
43.6
44.8
31
30.5
17.4
17.3
0
Never
Sometimes
Other than High Achiever
Often
All Participants
Very Often
High Achiever
11
Academic Expectations for First College Year
Regardless of group, most (93%) students expected to achieve at least a B average during their
first college year. They further overwhelmingly (88%) expected to graduate from OSU. Most
also expected to achieve at least a Bachelor’s degree with about a third expecting to complete a
Master’s degree and about one-fourth expecting to complete a Doctoral degree. See Table 3
below.
Table 3: Academic Expectations
Category
Responses
High
Achievers
Percent
Other than
High
Achievers
Percent
All
Participants
Percent
Expected first year grades
A
AB+
B
BC+
C
C- or below
24
41
19
13
2
2
0
0
10
24
26
30
6
0
1
0
15
30
24
24
5
1
1
0
Intend to graduate from OSU
No
Yes
Uncertain
1
90
9
1
87
12
1
88
11
Associate’s
Bachelor’s
Master’s
Doctoral
Uncertain
1
27
34
18
14
0
33
33
25
15
1
31
33
20
15
Highest academic degree
intended from any college
Expected Academic Involvement in First College Year
This next section contains information comparing high achievers with other than high achievers
on questions concerning academic involvement expected in the first year. It also contains
information comparing involvement in the last year of high school with expected first college
year involvement.
Approximately 68% of high achieving students expected to ask questions in class or contribute
to class discussion often or very often in their first college year. Approximately 70% of other
than high achievers reported likewise. Using a t-test to compare means between high achievers
and other than high achievers showed no significant difference. See Figure 16.
However, in comparing high achiever student reports of last year of high school involvement
with expected first year involvement on this item, there was a significant difference in means
(p<.001). High achievers reported significantly higher involvement in classes in their last year of
high school than they expected in their first college year. See Figure 17.
12
Figure 16: Expected first year: Ask questions in class or contribute to class discussions
60
50
43.7
Percent
40
30.5
30
24.1
20
10
1.7
0.8
1.1
29
29.5
49.3
47.3
21
22.1
0
Never
Sometimes
Other than High Achiever
Often
All Participants
Very Often
High Achiever
Figure 17: High Achiever: Expected first year and did last year of high school: Ask questions in
class or contributed to class discussions
50
45
40
Last yr HS mean = 3.07
First college yr mean = 2.90
p< .001
35
43.7
30.5
30
24.1
25
20
15
10
5
0
1.7
0.9
Never
24.5
32.7
41.9
Sometimes
Often
Very Often
Last High School Year
Expected First College Year
High achievers expected to make a class presentation in their first year significantly less
(p<.001) than did the other than high achiever group. About 52% of other than high achievers
expected to often or very often make a class presentation in their first college year, while only
about 46% of high achievers reported likewise. See Figure 18 below.
13
Figure 18: Expected first year: Make a class presentation
60
HA Mean = 2.52
OHA Mean = 2.61
p< .001
51.6
50
39.1
Percent
40
30
20
7.3
10
2
2
2
45.1
47.4
43.3
41.8
9.6
8.8
0
Never
Sometimes
Other than High Achiever
Often
All Participants
Very Often
High Achiever
Comparing what high achievers reported doing in high school concerning class presentations
and their expectations for their first college year showed no significant difference between what
they reported for high school and their expectations for college. Approximately 46% reported
that they often or very often made a class presentation in high school and about the same
percentage expected to often or very often do so in college.
Figure 19: High Achievers: Expected first year and did last year of high school: Make a class
presentation
60
51.6
50
39.1
Percent
40
30
20
7.3
10
2
0
1.3
Never
52.6
35.1
11
Sometimes
Often
Very Often
Last Year of High School
Expected First College Year
14
Most students expected to discuss grades or assignments with an instructor at least sometime
during their first college year. There was no difference between high achieving students and
other than high achieving students on this item. See Figure 20.
Figure 20: Expected first year: Discussed grades or assignments with an instructor
42.1
45
38.4
40
35
Percent
30
25
17.5
20
15
10
5
2
1.2
1.5
37
37.5
41.5
41.7
20.3
19.3
0
Never
Sometimes
Other than High Achiever
Often
All Participants
Very Often
High Achiever
High achieving students expected to discuss grades and assignments with instructors during
their first college year significantly more (p< .05) than they did in their last year of high school.
Figure 21: High Achiever: Expected first college year and did last year of high school:
Discussed grades or assignments with an instructor
45
40
35
42.1
Last HS YR mean = 2.74
First College YR mean =
2.79
p< .05
38.4
Percent
30
25
17.5
20
15
10
5
0
2
3.1
Never
38.9
36.7
21.2
Sometimes
Often
Very Often
Last Year of High School
Expected First College Year
15
Other than high achievers expected to work during their first college year with other students on
projects during class significantly more (p< .001) than did the high achiever group. About 58%
of the other than high achiever group reported these expectations often or very often while only
about 50% of high achievers held the same expectation.
Figure 22: Expected first year: Worked with other students on projects during class
50
43.4
45
36.9
HA mean = 2.59
OHA mean = 2.71
p< .001
40
Percent
35
30
25
20
14
15
10
5.7
5
5.9
5.9
35.5
38.3
40.6
39.3
18
16.5
0
Never
Sometimes
Other than High Achiever
Often
All Participants
Very Often
High Achiever
Further, high achievers expected to engage in this behavior significantly less (p< .001) in their
first year of college than they had done in their last year of high school. About 50% expected to
do this often or very often in their first college year while about 69% reported likewise for their
last high school year.
Figure 23: High Achiever: Expected first college year and did last year of high school: Worked
with other students on projects during class
50
43.7
45
36.9
40
Last HS Yr mean= 2.90
First College Yr mean = 2.66
p<.001
Percent
35
30
25
20
14
15
10
5
5.7
0.7
30.4
46.8
22.2
Never
Sometimes
Often
Very Often
0
Last Year of High School
Expected First College Year
16
High achievers and other than high achievers did not differ significantly in their expectations for
their first college year regarding working with classmates outside of class to prepare class
assignments. Over 80% of students expected to do this often or very often during their first
year.
Figure 24: Expected first college year: Worked with classmates outside of class to prepare
class assignments
50
45.4
45
37.1
40
Percent
35
30
25
17
20
15
10
5
0.5
0.4
0.5
15.3
15.9
46.3
46
37.9
37.7
0
Never
Sometimes
Other than High Achiever
Often
All Participants
Very Often
High Achiever
High achievers expected to engage in this behavior significantly more (p< .001) in their first
college year than they had in high school however. Only about 40% reported having engaged in
this behavior in high school but over 80% reported likewise for their first college year.
Figure 25: High Achiever: Expected first college year and did last college year: Worked with
classmates outside of class to prepare class assignments
60
50
Last HS YR mean=2.39
First College YR = 3.21
p< .001
45.4
37.1
Percent
40
30
17
20
10
0.4
7.7
0
Never
52.9
29.8
9.7
Sometimes
Often
Very Often
Last Year of High School
Expected First College Year
17
A little over 62% of high achievers expected to often or very often have serious conversations
with students of a different race or ethnicity then their own during their first college year.
Likewise the other than high achievers reported similarly. There was no significant difference
between high achievers and other than high achievers on this item.
Figure 26: Expected first college year: Have serious conversations with students of a different
race or ethnicity than your own
45
37.4
40
33.7
35
Percent
30
25.6
25
20
15
10
3.3
5
3.7
3.6
30
31.3
38.5
38.1
27.8
27
0
Never
Sometimes
Other than High Achiever
Often
All Participants
Very Often
High Achiever
High achievers did expect to have significantly more (p< .001) serious conversations with
students of a different race or ethnicity than their own than they had in their last year of high
school. Approximately 49% of high achievers reported having had these types of conversations
often or very often in their last year of high school. However, 63% expected to have these kinds
of conversations in their first college year (see Figure 27).
As was the case with serious conversations with students who differed racially, high achiever
students and other than high achiever students reported no significant difference in having had
serious conversations with students who differed from them in terms of their religious beliefs,
political opinions, or personal values (see Figure 28).
High achievers reported a significant difference (p< .001) between their expectations their first
college year and their reported experiences in their last high school year regarding having very
serious conversations with students who differed from them in terms of religious beliefs, political
opinions, or personal values (see Figure 29).
High achieving students expected to have serious conversations with students who differed
from them in significant ways often or very often during their first year in college. And, they
expect that these interactions would happen significantly more than they did in their last year of
high school.
18
Figure 27: High Achiever: Expected first college year and did last year of high school: Have
serious conversations with students of a different race or ethnicity than your own
40
35
30
37.4
Last HS YR mean= 2.65
First College YR mean=
2.89
p< .001
33.7
25.6
Percent
25
20
15
10
3.3
5
34.5
25.4
24
Sometimes
Often
Very Often
16.1
0
Never
Last Year of High School
Expected First College Year
Figure 28: Expected first year: Have serious conversations with students who are very different
from you in terms of their religious beliefs, political opinions, or personal values
45
36.7
40
32.4
35
28.5
Percent
30
25
20
15
10
2.4
5
0
2.7
2.6
Never
25.6
26.6
Sometimes
Other than High Achievers
39.5
38.5
Often
All Participants
32.2
32.3
Very Often
High Achievers
19
Figure 29: High Achiever: Expected first college year and did in last year of high school: Have
serious conversations with students who are very different from you in terms of their religious
beliefs, political opinions, or personal values
40
35
30
Last HS YR mean=2.64
First college Yr
mean=3.00
p< .001
36.7
32.4
28.5
Percent
25
20
15
10
2.4
5
11.2
0
Never
36.7
30.1
22
Sometimes
Often
Very Often
Last High School Year
Expected First College Year
High achieving students and other than high achieving students reported no difference in their
expectations for discussing ideas from readings or classes with faculty members outside of
class in their first college year. However, high achieving students did expect to engage in this
behavior significantly more (p< .001) in their first college year than they did in their last year of
high school. See Figures 30 and 31 below.
Figure 30: Expected first college year: Discussed ideas from your readings or classes with
faculty members outside of class
60
52.6
50
Percent
40
31.7
30
20
10.1
10
5.5
5.3
5.4
49.6
50.7
33.7
33
11.4
10.9
0
Never
Sometimes
Other than High Achievers
Often
All Participants
Very Often
High Achievers
20
Figure 31: High Achiever: Expected first college year and did in last high school year:
Discussed ideas from your readings or classes with faculty members outside of class
60
Last HS YR mean = 2.13
First College Yr mean = 2.49
p< .001
52.6
50
Percent
40
31.7
30
20
10.1
10
5.5
23.7
46.9
19.8
9.6
Never
Sometimes
Often
Very Often
0
Last High School Year
Expected First College Year
Likewise high achievers and other than high achievers reported no significant differences in
their expectations for discussing ideas from readings or classes with others outside of class in
their first college year. Again, high achievers expected to engage significantly more (p<.001) in
this behavior in their first college year than they had in their last year of high school. See
Figures 32 and 33 below.
Figure 32: Expected first college year: Discussed ideas from your readings or classes with
others outside of class (students, family members, etc.)
60
52.6
50
Percent
40
31.7
30
20
10.1
10
5.5
5.3
5.4
49.6
50.7
33.7
33
11.4
10.9
0
Never
Sometimes
Other than High Achievers
Often
All Participants
Very Often
High Achievers
21
Figure 33: High Achiever: Expected first college year and did last year in high school:
Discussed ideas from your readings or classes with others outside of class (students, family
members, etc.)
60
Last HS Yr mean = 2.56
First College Yr mean = 2.82
p< .001
52.6
50
Percent
40
31.7
30
20
10.1
10
5.5
6.4
40.7
34.6
18.3
Never
Sometimes
Often
Very Often
0
Last Year in High School
Expected First College Year
Expected Integrative Activity during First College Year
Four questions on the Beginning College Survey of Student Engagement asked students their
expectations for engaging in integrative activities during their first college year. Only one of
these questions did the high achieving students score significantly higher than the other than
high achieving students.
Figure 34 contains the frequency distribution of high achievers, other than high achievers, and
the full population on their expectations of working on a paper or project that required them to
integrate ideas or information from various sources. Over 90% of high achievers and other than
high achievers expected to engage in this behavior often or very often in their first college year.
Likewise about 80% of high achievers and other than high achievers expected to put together
ideas or concepts from different courses when completing assignments however, the high
achieving groups did report a significantly higher mean score on this item (p< .05). See Figure
35. This is the only item in this series that showed any difference between high achievers and
other than high achievers expectations on integrative activity during their first year in college.
Again for the final two questions in this series on expectations for engaging in integrative
activities during their first year, there were no real differences in expectations between high
achievers and other than high achievers. For both groups over three-fourths of students
expected in their first year to often or very often better understand someone else’s views by
imagining how an issue looks from his or her perspective or learn something that changed the
way they understood an idea or issue. See Figures 36 and 37 below.
22
Figure 34: Expect During First College Year: Work on a paper or project that requires
integrating ideas or information from various sources
60
47.4
50
44.4
Percent
40
30
20
8
10
0.1 0.1 0.1
6.9
7.3
51.5
50.1
41.5
42.6
0
Never
Sometimes
Other than High Achievers
Often
All Participants
Very Often
High Achievers
Figure 35: Expect During First College Year: Put together ideas or concepts from different
courses when completing assignments or during class discussions
60
50
HA mean = 3.14
OHA mean = 3.07
p< .05
49.6
Percent
40
32.3
30
18
20
10
0.7 0.1 0.5
18.9
18.6
53
51.8
27
29.2
0
Never
Sometimes
Other than High Achievers
Often
All Participants
Very Often
High Achievers
23
Figure 36: Expect During First College Year: Try to better understand someone else’s views by
imagining how an issue looks from his or her perspective
50
44.2
45
40
32.5
Percent
35
30
22.8
25
20
15
10
5
1.5
0.4
1.1
17.6
19.5
47.1
46.1
33.8
33.4
0
Never
Sometimes
Other than High Achievers
Often
All Participants
Very Often
High Achievers
Figure 37: Expect During First College Year: Learn something that changes the way you
understand an issue or idea
60
47.7
50
37.3
Percent
40
30
20
14.8
10
0.2
0.2
0.2
14.5
14.6
46.6
47
38.8
38.2
0
Never
Sometimes
Other than High Achiever
Often
All Participants
Very Often
High Achiever
24
Expectations of Difficulty in First College Year
This next series of questions was focused on student expectations of difficulty in several areas
during their first year in college. Interestingly high achievers and other than high achievers
reported very similar expectations about the difficulty they might have learning course material.
Percent
Figure 38: Expected Difficulty: Learning Course Material
50
45
40
35
30
25
20
15
10
5
0
42.8
23
22.2
6.2
1.5
1.1
1.3
5.7
Not at all
Difficult 1
5.9
2
4.2
22.6 22.5
45.7 44.7
21.6 22.1
3
4
5
Other than High Achievers
All Participants
3.2
3.6
Very Difficult 6
High Achievers
Regarding managing time, the other than high achievers expected significantly more (p< .05)
difficulty in managing time than did the high achieving group. This item and the item, paying for
college, were the two areas in which students reported expecting to have the most difficulty.
Figure 39: Expected Difficulty: Managing your Time
35
30
31.3
HA mean = 4.28
OHA mean = 4.42
p< .05
26.3
Percent
25
20
16.7
16.2
15
10
5.5
5
0
1.3
1.9
1.7
Not at all
difficult 1
8.1
6.4
2
Other than High Achiever
14.4 15
26 26.1
31.3 31.3
20.9 19.4
3
4
5
Very difficult 6
All Participants
High Achiever
25
Figure 40: Expected Difficulty: Paying College Expenses
30
25
HA mean = 3.87
OHA mean = 4.08
p< .05
21.3
19.5
19.4
Percent
20
15.6
13.1
15
11.1
10
5
8.7 9.6
11.4 12
15.1 15.3
18.5 18.8
20.9 20.3
25.4 23.9
Not at all
difficult 1
2
3
4
5
Very difficult 6
0
Other than High Achiever
All Participants
High Achiever
Most students did not expect to have a great deal of difficulty getting help with school work
though they expected at least a modicum of difficulty with this. Figure 41 contains the frequency
distribution for this item by type of participant.
Figure 41: Expected Difficulty: Getting Help with School Work
38
40
35
Percent
30
25
25
21.6
20
15
10
7.4
6.6
5
6
6.2
23.9 24.3
33.9 35.4
26.3 24.6
2
3
4
8
1.4
1.8 1.6
7.8
0
Not at all
difficult 1
Other than High Achiever
All Participants
5
Very difficult 6
High Achiever
The high achieving students reported that they expected to have significantly more (p< .05)
difficulty making new friends than did the other than high achiever group. However, most
students rated their difficulty a 1 or 2 on a 6-point scale with 1 representing not at all difficult and
6 representing very difficult. See Figure 42 below.
26
Figure 42: Expected Difficulty: Making New Friends
33
35
HA mean = 2.54
OHA mean = 2.30
p< .05
30
Percent
25
22.7
22.3
20
14.2
15
10
5.8
5
2
28.6 26.4
31.8 32.2
21.1 21.7
11.5 12.4
Not at all
difficult 1
2
3
4
4.9
5.3
2
2
0
Other than High Achiever
All Participants
5
Very difficult 6
High Achiever
Likewise high achieving students expected to have significantly more (p< .05) difficulty
interacting with faculty than did the other than high achieving group
Figure 43: Expected Difficulty: Interacting with Faculty
35
32.3
HA mean = 3.07
OHA mean = 2.94
p< .05
30
24.3
Percent
25
21.5
20
15
10.3
9.4
10
5
2.2
12.3 11.6
24.9 23.7
31.5 31.8
20.9 22.1
Not at all
difficult 1
2
3
4
8.2
8.6
2.2
2.2
0
Other than High Achiever
All Participants
5
Very difficult 6
High Achiever
27
Importance of OSU Providing in First College Year
This last series of questions related to students rating of how important it was for OSU to
provide certain things for students related to their academic and co-curricular experiences.
Overall it was important for OSU to provide a challenging academic experience but for high
achieving students they rated this significantly higher (p< .001) than did the other than high
achieving students.
Figure 44: OSU Provide: A challenging academic experience
38
40
35
Percent
30
HA mean = 4.86
OHA mean = 4.57
p< .001
28.8
25.2
25
20
22.2
6.8
10
5
35.1
31.8
15
0.4
0.2 0.3
1
0.8 0.9
Not important
1
2
9.7
11.4
35.4
33.5
18.5
0
3
4
5
Degree of Importance
Other than High Achiever
All Participants
Very important
6
High Achiever
While overwhelmingly students reported that it was important for OSU to provide support for
helping them to succeed academically, the high achieving students rated this significantly higher
(p< .05) than did the other than high achieving students.
Figure 45: OSU Provide: Support to help you succeed academically
60
50
53.8
HA mean = 5.37
OHA mean = 5.27
p< .05
Percent
40
31.7
30
20
12.4
10
0.1
0.2
Not Important
1
2
1.7
2.8
15.1 14.1
32.9 32.5
48.9 50.6
4
5
Very Important
6
0
3
Degree of Importance
Other than High Achiever
All Participants
High Achiever
28
A majority of both the high achievers and the other than high achievers rated opportunities to
interact with students from different economic, social and racial/ethnic backgrounds as
important for OSU to provide. There were no significant differences between the two groups.
Figure 46: OSU Provide: Opportunities to interact with students from different economic, social,
and racial or ethnic backgrounds
35
29.1
30
27.8
24.1
Percent
25
20
15
11.8
10
4.8
2.3
5
0
1.6
3.9
1.9
Not Important
1
4.2
2
13.1 12.6
25.7 26.9
3
4
Degree of Importance
Other than High Achievers
All Participants
28.5 28.2
27.2 26.1
5
Very Important
6
High Achievers
Both groups rated OSU providing assistance coping with non-academic responsibilities (work,
family, etc.), the other than high achievers reported this as significantly more important than did
the high achievers.
Figure 47: OSU Provide: Assistance coping with your non-academic responsibilities (work,
family, etc.)
35
30
Percent
25
HA mean = 3.82
OHA mean = 3.99
p< .05
28.6
24.8
18.8
20
15
12.1
11.8
10
5
3.9
2.8
3.2
10.4 11
22.6 23.4
28.3 28.4
21.7 20.7
14.3 13.4
2
3
4
5
Very Important
6
0
Not Important
1
Degree of Importance
Other than High Achievers
All Participants
High Achievers
29
Incoming students overall thought it was at least somewhat important that OSU provide support
to help them thrive socially. There was no significant difference on this item between high
achievers and the other than high achiever group.
Figure 48: OSU Provide: Support to help you thrive socially
30
26.8
23.4
Percent
25
20.8
20
17.2
15
8.5
10
5
3.3
3.1 3.2
8.3 8.4
18.5 19.3
27.1 27
24.5 24.1
18.5 18
Not Important
1
2
3
4
5
Very Important
6
0
Degree of Importance
Other than High Achievers
All Participants
High Achievers
Over 60% of students rated OSU’s providing opportunities to attend campus events and
activities as quite important for them. There was no difference in this expectation between high
achievers and the other than high achievers group.
Figure 49: OSU Provide: Opportunities to attend campus events and activities
40
34.7
32.1
35
30
Percent
25
19.6
20
15
10.4
10
5
1.1
0.7 0.9
2
2.1
2.1
9.1 9.5
21.8 21
31.2 31.5
35.2 35.1
3
4
5
Very Important
6
0
Not Important
1
2
Degree of Importance
Other than High Achiever
All Participants
High Achiever
30
SUMMARY
High achievers and the other than high achiever group resembled each other in terms of the
demographic characteristics measured on the BCSSE. Generally, in each group their
enrollment status was full time; the type of high school they graduated from was public;
approximately 34% were first generation students; roughly 54% lived between 51 and 200 miles
from home; and about 30% were Pell eligible. The College of Engineering and College of
Science had the most high achievers but then they also had the most other than high achievers
amongst all OSU colleges. The only college that had no other than high achievers enrolled was
the University Honors College.
The only demographic which did not reflect current populations at OSU was with regard to sex.
For high achievers 56% were women and only 45% were men. Just the reverse was true for
the other than high achievers. In terms of the entire population, 49% were women and 51%
were men.
High achievers reported significantly more time their last year of high school studying and
preparing for class, and participating in co-curricular activities than did the other than high
achiever group. Co-curricular activities that high achievers reported devoting more time to than
the other than high achievers included: performing arts, student government, academic honor
societies, religious youth groups, and community/volunteer service. Other than high achievers
reported spending significantly more time than high achievers working for pay and relaxing and
socializing during their last high school year.
High achievers expected to get significantly higher grades in college than did the other than high
achievers group. The other than high achiever group expected to achieve higher levels of
educational attainment (Masters, PhD) than did the high achievers however.
Interestingly, generally the high achievers and the other than high achievers had similar
expectations for academic involvement in their first college year. There was no significant
difference in their expectations for:
 Asking questions in class or participating in class discussions,
 Discussing grades or assignments with an instructor,
 Working with classmates outside of class to prepare class assignments,
 Having serious conversations with students of a different race or ethnicity than their
own,
 Having serious conversations with students who were very different in terms of their
religious beliefs, political opinions, or personal values,
 Discussing ideas from your reading or classes with faculty members outside of class,
and
 Discussing ideas from your readings or classes with others outside of class (students,
family, etc.).
High achievers and other than high achievers did report some significant differences in
expectations for their first college year. High achievers reported significantly higher
expectations for class participation in their first year than did the other than high achievers. The
other than high achievers reported significantly higher expectations than high achievers for
making a class presentation and working with other students on projects during class.
High achievers however did report expectations for their first college year that were significantly
higher than their reported engagement during their last high school year. This suggested that
31
they expected to engage in these behaviors more during their first college year than they had
done in their last high school year. These items included:
 Participating in class and asking questions,
 Discussing grades or assignments with instructors,
 Working with others in class on projects,
 Working with classmates outside of class to prepare assignments,
 Having serious conversations with students who are racially different from self,
 Having serious conversations with students who are different in religion, politics, and
personal values than self,
 Discussing readings with faculty outside of class, and
 Discussing readings with others outside of class (students, family, etc.).
Four questions on the BCSSE related to students’ expectations of engaging in integrative
academic experiences in their first college year. About 90% of high achievers and other than
high achievers expected to often or very often work on a paper or project that required them to
integrate ideas or information from various sources. The two groups of students did not differ
significantly on this item.
High achievers did differ significantly from other than high achievers on their expectations for
assignments or class discussions that required them to put together ideas or concepts from
different courses. High achievers expected to engage in this behavior significantly more (p<.05)
than the other than high achievers.
There were no real differences between responses of high achievers and the other than high
achiever groups on the last two items in this category. Approximately 75% of both groups
expected to be asked often or very often to try to understand someone else’s views by
imagining how an issue looks from his/her perspective. Likewise approximately 85% expected
to learn something that changed the way they understand an issue or idea often or very often
during their first college year.
High achievers and other than high achievers were similar in their expectations of difficulty
learning course material and getting help with school work (see Figure 38 and Figure 41).
However, there were significant differences in expectations of difficulty with the following items:
 Managing time: Other than high achievers expected significantly more (p<.05) difficulty
with managing their time than did the high achiever group (Figure 39).
 Paying college expenses: Other than high achievers expected significantly more (p<.05)
difficulty paying colleges expenses than did the high achiever group (Figure 40).
 Making new friends: High achievers expected to have significantly more difficulty
making new friends than did the other than high achiever group (Figure 42).
 Interacting with faculty: High achievers expected to have significantly more difficulty
interacting with faculty than did the other than high achiever group (Figure 43).
Both high achieving students and the other than high achieving students rated the following
similarly as to the importance of OSU providing these opportunities:
 Opportunities to interact with students from different economic, social and racial or
ethnic backgrounds: Over half of each group rated this as important for OSU to provide.
 Support to help you thrive socially: About 40% rated this as important for OSU to
provide.
 Opportunities to attend campus events and activities: Over 60% of each group rated this
as important for OSU to provide.
32
High achieving students and the other than high achievers reported significantly different
perspectives as to the importance of OSU providing the following opportunities:
 A challenging academic experience: High achievers rated this significantly more
important (p< .001) than did the other than high achiever group.
 Support to help you succeed academically: High achievers rated this significantly more
important (p<.05) than did the other than high achiever group.
 Assistance copying with your non-academic responsibilities (work, family, etc.): Other
than high achievers rated this item as significantly more important (p< .05) than did the
high achiever group.
Overall high achieving students expected to be more engaged and challenged in their first
college year than they were in their last high school year. They expected to be challenged to
engage in integrative activities and to e involved in discussions with faculty members. They
were concerned about paying for college but not as concerned as the other than high achievers.
Further investigation of these high achievers should be undertaken when the 2013 NSSE
results are available for OSU. This may lend some insight into how well OSU met the
expectations of the high achieving students.
RECOMMENDATIONS
1. Compare responses from high achievers on the BCSSE and NSSE when NSSE data set is
available this fall.
2. Share with the Assistant Provost for Enrollment Management and the Associate Provost for
Student Success and Engagement.
33