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STRATEGIC ADVISORY GROUP BRIEF
Student Success &
Retention
Fall 2006
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TABLE OF CONTENTS
Executive Summary ........................................................................................................................ 3
Literature Review: Student Success & Retention ...................................................................... 5
Best Practices in Programming for Student Success ................................................................... 8
Related Internal Assessments ....................................................................................................... 10
Changing Student Characteristics ................................................................................................ 12
Appendix 1: Comparative Retention & Graduation Rate Data ............................................... 14
Works Cited ..................................................................................................................................... 19
Bibliography ..................................................................................................................................... 20
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Executive Summary
Theoretical models of retention show that student commitment to an institution
influences their decision to remain enrolled and graduate from that institution. Student’s
initial characteristics at entry and the level of social integration that they are able to
realize early in their experience at the institution both impact their retention (Berger &
Lyon, 2005, p 24). Scholarship on this subject reinforces the idea that institutions need to
provide ways for students to integrate into their community and that “… education, not
retention, is the primary principle of effective retention” (Tinto, 1990, 35).
More recently, this concept of integration has been explained, in practice, as the notion
of “student engagement.” Engagement has two components — student effort and
institutional commitment. In looking at best practices, researchers have identified six
features found within institutions known to have high levels of student engagement (as
well as high graduation rates) (Kuh 2005, 24):
 A “living” mission and “lived” educational philosophy
 An unshakable focus on student learning
 Environments adapted for educational enrichment
 Clearly marked pathways for student success
 An improvement oriented ethos
 Shared responsibility for educational quality and student success
These features take shape in concrete programs and services such as planned first-year
transitions, academic advising, learning communities, faculty mentoring, honors
programs, learning support centers and tutoring (ACT, 2004). Institutional commitment
to student engagement is also marked by the notion of integration — it is recommended
that retention programs be guided by “faculty, staff, academic advisors, and
administrators … attend[ing] to the holistic development of the student – both academic
and co-curricular – by promoting growth and learning not only in the classroom but in
the university community as well” (Braxton and Mundy, 2001-02, 92). Essentially, all
aspects of the institution focused on the development of the whole student in the context
of their education is what leads to successful retention.
From assessments conducted with University of Scranton students, we know that our
students report that we provide a supportive campus environment and a purposeful
community with regard to our mission and curriculum. We also know that challenges
exist with students’ perceptions of advising (goal setting, link with career development),
course offerings, residential space, tuition cost, and finding information needed oncampus. In 2004, Noel-Levitz made several recommendations for improving our
student engagement and success, all of which can be related to several of the features
listed above: creating environments adapted to educational enrichment, creating clearly
marked pathways for student success, and creating a shared responsibility for
educational quality and student success. This evidence combined with the University’s
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strong retention and graduation rates (shown in the appendix) echoes many of the
findings from the literature sources described in this paper.
Both theory and best practice show that student success and healthy retention rates are
the result of processes and programming that bring together three core issues –
commitment, integration, and education – and emphasize that responsibility for these
goals must be shared by both higher education personnel and students. As we look to
the changing nature of the students that we will enroll in the future we will need to
continue to explore how we engage, retain, and graduate successful students.
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This paper will present a summary of literature and data related to student success and
retention. Key attributes of institutions with successful practices and trends as described
in higher education scholarship will be examined, and data reflecting national student
retention rates and that of the University of Scranton and selected peers is also
presented. The brief has been prepared in collaboration with the Mary Kay Aston,
Enrollment Management Information Coordinator.
A Review of the Literature: Student Success & Retention
Since the 1970’s, conversations about how to ensure that students who enter college stay
in college until graduation have played an important role in enrollment, academic, and
student services planning. Colleges have become increasingly concerned about student
retention rates, primarily those that focus on the return of students from the freshmen to
sophomore year. Research from the Consortium for Student Retention Data Exchange
(1999) shows that over half of all students who leave college do so before their second
year.1
Vincent Tinto (1987), a widely referenced scholar in the field of higher education,
developed an interactionalist model describing factors at play in the process of student
attrition. The model is based on theories of social integration; it addresses the process
towards attrition from the pre-entry attributes of students to their integration (or lack
thereof) and procession through the academic system to their voluntary decision to
depart (114):
Figure 1: Tinto’s model of institutional departure.
1
Cited in: McClanahan, Randy. (2004). Review of Retention Literature. ACT.
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Tinto describes the primary purpose of this model, to “explain how interactions among
different individuals within the academic and social systems of the institution and the
communities which comprise them lead individuals of different characteristics to
withdraw from that institution prior to degree completion…Though it accepts as a given
the fact that individuals have much to do with their own leaving, it argues that the
impact of individual attributes cannot be understood without reference to the social and
intellectual context within which individuals find themselves” (113).
Over the years, researchers have tested and challenged Tinto’s model2; despite some
critique, the model still remains a centerpiece of scholarship on student success and
retention. Braxton and Hirschy (2004) propose a revised version of Tinto’s model for
residential colleges; the revision is based upon closer examination of the factors that
influence social integration, as described by Tinto:
See: Metz, George W. (2004-05). Challenges and changes to Tinto’s persistence theory: a historical
review. Journal of College Student Retention.
Braxton, John et al. (2004). Tinto’s interactionist theory. Understanding and Reducing College Student
Departure, 7-20. Wiley.
2
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Braxton and Hirschy identify six factors that influence a student’s integration. These are:
the commitment of the institution to student welfare; the communal potential of the institution
(the extent to which the student perceives a subgroup exists w/in the institution with
which they share similar values, beliefs, and goals); institutional integrity (the extent to
which a college or university is true to its espoused mission and goals); proactive social
adjustment (a student’s tendency to adjust in a proactive way to demands and pressures
of social interaction ); psychosocial engagement (the psychological effort on the part of the
student to engage socially); and ability to pay (22-27). If students negotiate these
successfully, their chances for integration into the college or university increase, as does
the likelihood they will persist.
As evidenced by the sources above, and in other research3, student involvement is
critical to student success; according to Tinto (1997) “We know that involvement
matters. As numerous researchers have pointed out, the greater students’ involvement
or integration in the life of the college the greater the likelihood that they will persist. We
also know that involvement influences learning. Generally speaking, the greater
students’ involvement in the life of the college, especially its academic life, the greater
their acquisition of knowledge and development of skills4” (600). Among other findings,
Tinto goes on to describe the positive relationship between quality learning
communities5 and student persistence, asserting that “it is evident that participation in a
collaborative or shared learning group enables students to develop a network of
support… that helps bond students to the broader social communities of the college
while also engaging them more fully in the academic life of the institution….It is
apparent that students are influenced by participating in a setting in which sources of
learning come from a variety of perspectives beyond that of one faculty member (61314).
George Kuh6 and others emphasize the role of student engagement in ensuring student
success. As the authors note, “the best predictors of whether a student will graduate or
not are academic preparation and motivation7.” Thus, as the authors assert, admitting
only “well-prepared, academically talented students” is the only way to ensure success.
However, as the authors continue, “The problem with this approach is obvious…More
people from a wider, deeper, and more diverse pool of undergraduates are going to
college…admitting only the most talented and well-prepared students is neither a
3
Tinto cites: Astin, 1984; Mallette & Cabrera, 1991; Nora, 1987; Pascarella and Terenzini, 1980; Terenzini
& Pascarella, 1977.
4
Tinto cites: Astin, 1984, 1993; Friedlander, 1980; Parker & Schmidt, 1982; Ory and Braskamp, 1988;
Pascarella and Terenzini, 1991.
5
Tinto also describes the role of colleges as learning communities in: Leaving College: Rethinking the
Causes and Cures of Student Attrition (1987).
6
Kuh is the director of the National Survey of Student Engagement (NSSE) program. The NSSE and its
Benchmarks of Educational Practice explore several of the student engagement concepts discussed in this
paper.
7
See: Adelman, 2004; Pascarella & Terenzini, 1991, 2005.
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solution nor an option” (8). The authors point to student engagement as another avenue
for enhancing student success; they identify two components of student engagement
that contribute to success: “The first is the amount of time and effort students put into
their studies and other activities that lead to the experiences and outcomes that
constitute success. The second is the ways the institution allocates resources and
organizes learning opportunities and services to induce students to participate in and
benefit from such activities” (9). In seeking out high-performing colleges and
universities in both student engagement and graduation rates, the authors identified
twenty institutions8. Six features shared by these institutions are:
 A “living” mission and “lived” educational philosophy
 An unshakable focus on student learning
 Environments adapted for educational enrichment
 Clearly marked pathways for student success
 An improvement oriented ethos
 Shared responsibility for educational quality and student success (24)
In another publication, Kuh notes that “among the more promising efforts to enhance
student persistence and graduation rates is creating a campus climate in which students
feel they belong and are valued, challenged, and affirmed by their peers and teachers”
(23). Kuh asserts several factors in an organizational culture and their effects on student
persistence:
 Colleges and universities that have a coherent educational philosophy
and value structure and set forth clear expectations for student
performance will exert a stronger ‘cultural pull’ by teaching students
what is important and by inducing them to act in ways that will help
them succeed academically and socially.
 Institutional cultures that value and celebrate community have higher
student satisfaction and retention rates
 Residential campuses have stronger, more engaging cultures that induce
more conforming behavior and lead to higher persistence and graduation
rates
 Students at institutions with strong, coherent cultures learn early on what
they are supposed to do to succeed
 In general, the greater the distance between the values and norms of a
particular student subculture and the academic values and expectations
espoused by the institution, the more likely it is that subculture members
will leave prematurely (27-30)
Best Practices in Programming for Student Success
Tinto (1990) remarks upon three principles of institutional action that are the “hallmark
of effective retention programs” (35). These principles are:
8
For more information on the DEEP institutions and the DEEP project, see Kuh et al. (2005). Student
Success in College.
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


The principle of community: effective programs commonly stress the manner in
which their actions serve to integrate individuals into the mainstream of the
social and intellectual life of the institution and into the communities of people
which make up that life.
The principle of commitment: effective programs are marked by an enduring
commitment to the students they serve. Rather than reflect only institutional
interests, they continually ask of themselves how their actions serve to further
the welfare of students
Third, and most important, the principle “that social and intellectual growth of
students, not their mere retention, is the mark of effective retention efforts;” successful
retention programs “focus not on the goal of retention but on the broader goal of
student education. Education, not retention, is the primary principle of effective
retention.”
A 2004 report from an ACT survey of all accredited, degree granting, two- and four-year
public and private colleges in the nation reveals some attributes of “high-performing
colleges”9. These practices which differentiate them from “low-performing colleges”10
include:
 Integration of academic advising with first-year transition programs
 Increased advising staff
 Academic advising center
 Learning communities
 Faculty mentoring
 Non-credit extended freshmen orientation
 Summer bridge program
 Program for honors students
 Peer mentoring
 Writing center/lab
According to the ACT report, “retention practices responsible for the greatest
contribution to retention for four-year private colleges fall into three main categories:
 first year programs: including freshmen seminars/university 101 either for credit
or not for credit, learning communities, extended orientation programs and
integration of academic advising with first-year programs
 academic advising: including advising interventions with selected student
populations, increased advising staff and integration of advising with first-year
transition programs
 learning support: including a comprehensive learning assistance center/lab,
reading center/lab, tutoring program, and summer bridge program” (6)
9
Those performing in the top quartile in both retention and degree completion rates.
Those performing in the bottom quartile in both retention and degree completion rates.
10
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According to Tinto (1993), “retention programs can be assessed according to the
following [three] principles” (Braxton et al, 55):
1. Institutions are committed to the students they serve. The welfare of the
student is primary.
2. Individuals at institutions are committed to the education of all students
(not just some).
3. Individuals at the institution are committed to the development of
supportive social and academic communities in which all students are
integrated as full members. It is the institution’s obligation (through its
programs) to provide ways for students to integrate into the community
(Tinto, 146-147).
Braxton and Mundy summarize no less than forty-seven recommendations for colleges
and universities, gathered from a series of articles featured in the Journal of College
Student Retention. The recommendations are ordered around the three principles of
Tinto’s model (see page 5), and are guided by the “overarching goal and
recommendation” that “faculty, staff, academic advisors, and administrators should
attend to the holistic development of the student – both academic and co-curricular – by
promoting growth and learning not only in the classroom but in the university
community as well” (92). These recommendations impact all areas of the institution,
from admissions, to student affairs, residence life, advising, and academic instruction.
Also following Tinto’s three principles, Braxton, Hirschy, and McClendon identify
various programs with proven success in supporting student success and aiding
retention. Programs include: Seattle University’s Collegia Program, which provides
gathering space and living-learning communities for commuter students; the University
of Arkansas’s Freshmen Academic Support and Tracking program (FAST), which seeks
to provide “experiences that would assist students’ integration into the academic
community” through a combination of various advising, mentoring, and class cohort
learning experiences (61), and the University of Michigan’s Undergraduate Research
Opportunity Program, partnering students and faculty in research projects.
Literature on the topic of successful student learning, integration, and retention
consistently reinforces the assertion that this success depends upon all areas of an
institution working together11. Experts also agree that achieving strong retention rates
result from just plain good programming. As Tinto (1990) asserts: “In short, successful
retention is no more than, but certainly no less than, successful education (47).
Internal Assessments: Student Feedback on the Scranton Experience
11
For a listing of general policy guidelines for an integrated approach to institutional policy efforts
designed to reduce student attrition, see: Braxton, Hirschy, and McClendon. (2004). Reducing institutional
rates of departure.
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As the data on the presented in the appendix illustrates, the University has strong rates
of first-year retention and six-year graduation. However, there may be opportunities for
growth in areas related to student success as described by contemporary literature. In
order to identify these opportunities, a review of data and information already available
to the institution may be helpful. The University regularly surveys its students on many
issues related to their experiences while here at Scranton. Some of these surveys and
other studies, described on the following pages, address issues mentioned in this report.
The National Survey of Student Engagement (2005) 12: Results from this survey were
analyzed in several contexts: how University of Scranton student responses compare
with those from other institutions13, a review of findings related to the University’s
mission, and a review of findings related to the Middle States Standards for
accreditation. Some highlights:


Of five NSSE benchmarks (level of academic challenge, active and collaborative learning,
student-faculty interactions, enriching educational experiences, supportive campus
environment), the benchmark with the highest mean for Scranton freshmen was
Supportive Campus Environment (64.6). The benchmark with the highest mean for Scranton
seniors was also Supportive Campus Environment (62.9).
The Supportive Campus Environment benchmark was the only one of the five for which
Scranton freshmen reported higher means than Scranton seniors; for each of the other
four benchmarks, Scranton seniors had higher means than did freshmen.
Noel-Levitz Student Satisfaction Inventory (2005): Results from this survey were analyzed
via a gap analysis (referencing the Noel-Levitz Institutional Priorities survey
administered to faculty and staff in that same year) identifying strengths and challenges
for students and employees. Responses to the following survey questions are considered
challenge14 areas for both students and employees:




My academic advisor helps me set goals to work toward
There are sufficient courses within my program of study available each term
Security staff respond quickly to calls for assistance
I seldom get the “run-around” when seeking information on this campus
In addition to these, responses to the following survey questions are identified as
challenge areas by students:

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



Living conditions in the residence halls are comfortable
I am able to register for classes I need with few conflicts
I receive the help I need to apply my academic major to my career goals
There is an adequate selection of food available on campus
Tuition paid is a worthwhile investment
Academic advising includes career development
12
Kuh et al (2005) explore the NSSE dataset in determining elements of effective educational practice.
Respondents from AJCU institutions, Master’s I institutions, and a group average all NSSE respondents.
14
Challenges are defined as being above the midpoint in importance and in the bottom quartile of
satisfaction and/or the top quartile of performance gaps.
13
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University of Scranton Student Climate Survey (2005): key findings in this survey note that,
of six survey dimensions (based on Ernest Boyer’s model for campus community),
“Overall, student responses on the Inventory indicate agreement that the University
does provide the framework necessary for a healthy campus community as measured by
the dimensions listed above. The University’s strongest dimension was Mission and
Curriculum where five of the seven questions received 90% or more agree/strongly
agree responses” (3). This section of the instrument is designed to reveal whether
students perceive their community as purposeful. A purposeful community is one in
which “students and faculty share learning goals” and where teachers encourage active
learning in the classroom and “encourage students to be creative not conforming”
(Boyer, 1990, p.12). Specifically, students agreed that the University is committed to
academic excellence (9).
Telecounseling Survey: Non-returning Freshmen (2004): This internal survey targeting 75
non-returning fall 2004 freshmen, this survey indicated that the primary reasons
students chose not to return to the University following their freshmen year were leaving
for a different major (23%) or wanting to be closer to home (18%). Results from a similar
survey in 2003 indicated the same two reasons as being most common.
Noel-Levitz Retention Opportunities Analysis (2004): Commends the institution for its
exemplary work in student retention, but identifies several recommendations. The
analysis takes into consideration findings from the University’s 2004 Noel-Levitz SSI
results. The recommendations address the formation of a permanent retention
committee, and also address several issues related to student engagement and success:

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


Improve the consistency and depth of academic advising
Create longer-lasting learning communities for all students
Ensure sufficient social and residential space for undergraduates to ensure that they
always feel Scranton to be a small university that cares about them
Closely evaluate the financial profile of incoming students and the impact of financial aid
packaging strategies on enrollment and retention
Institute an internal marketing campaign to students and parents
Incorporate specific retention success factors (early alert and intervention systems;
supplemental instruction; student-friendly registration systems; and revised orientation
programming with strong faculty development)
Refine retention data collection and reporting capabilities
Changing Student Characteristics
One of the many reasons15 for increased interest in the subject of retention has to do with
the fact that the students entering institutions of higher learning are changing.
As summarized by Berger and Lyon, “the supply and types of students served by
colleges and universities in our country have changed over time, moving from a small,
selective, generally homogenous group of privileged individuals to a diverse spectrum
15
For other factors, see Berger and Lyon. (2005) Past to present: a historical look at retention.
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of individuals numbering in the millions…Levels of preparation, motivation, and other
individual characteristics shape the reasons why students attend college and directly
impact the chances that students will be retained at particular types of institutions and
ultimately persist” (2). The “millennial” group of students has arrived, and with them
come “helicopter” parents, all demanding more and more in terms of service and quality
(Howe and Strauss)16. The cultural makeup of the nation and the college campus is
shifting, with minority populations growing in numbers and representation. And, in a
few short years, the number of college-age persons will be less than what it is today; this
decrease reminding us that applicant pools will become smaller and more competitive.
These and other issues will continue to impact discussions of how we attract, retain, and
graduate successful students.
16
See PAIRO environmental scan, “K-12 Education.” (2004).
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Appendix 1:
Data Snapshot: First-year Retention Rates: National, University of Scranton, and
Select Peer Averages
Table 1 below lists average national retention and graduation rates in 2006, as reported
by ACT. This figure reflects an average of the last four year’s rates reported by ACT.
The table shows average retention and graduation rates for the University are above
national averages.
Table 1: ACT Average Retention and Graduation Rates, 2006
ACT Average Retention and Graduation Rates, 2006
National First to Second Year Retention Rate
All Bac & Masters Institutions
74.7%
Selective Bac/Masters Institutions
82.0%
All Bac/Masters/Doc Institutions
82.1%
Selective Bac/Masters/Doc Institutions
84.0%
MA/1 Professional Private Institutions
74.7%
University of Scranton
88.0%
st
National Persistence to Degree* (3 years Ass; 5 years BA/BS)
All Bac & Masters
48.0%
Selective Bac/Masters Institutions
64.0%
All Bac/Masters/Doc Institutions
59.0%
Selective Bac/Masters/Doc Institutions
66.0%
MA/1st Professional Private Institutions
56.0%
University of Scranton
80.0%
*Completion in 5 years for BA/BS
Selective = SAT Score Range 1030-1220
Table 2 on the following page illustrates retention rates for selected institutions from the
University’s Peer, Competitor, and Aspirant group17. This figure reflects an average of
the last four year’s rates as reported to USNews. The average first year retention for the
group’s 2003-04 cohort is 88%, matching the University’s rate for that cohort. The
retention rates for the 2004-05 cohort are again 88% for both the peer group and the
University. Table 3 (page 15) describes six-year gradation rate averages for the peer
institutions for both the fall 1998 and 1999 cohorts is 74%, lower than the University’s
rates of 80% for both cohorts.
17
See PAIRO for more information.
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Table 2: PCA Group and University of Scranton Retention Rates
Institution (Carnegie Classification)
First Year Retention
2003-04
2004-05
College of Holy Cross (Lib Arts)
96%
96%
Bucknell University (Lib Arts)
95%
95%
College of New Jersey (Masters N)
95%
95%
Colgate University (Lib Arts)
94%
94%
Lafayette College (Lib Arts)
94%
94%
Villanova University (Masters N)
94%
94%
Penn State University (Nat’l)
92%
92%
Providence College (Masters N)
92%
92%
Santa Clara University (Masters W)
92%
92%
SUNY Binghamton (Nat’l)
92%
91%
Loyola College of Maryland (Masters N)
90%
91%
Fordham University (Nat’l)
89%
90%
Fairfield University (Masters N)
89%
89%
University of Delaware (Nat’l)
89%
89%
Marist College (Masters N)
88%
89%
St. Joseph’s University (Masters N)
88%
89%
University of Scranton (Masters N)
88%
88%
Quinnipiac College (Masters N)
86%
87%
Ithaca College (Masters N)
87%
87%
John Carroll University (Masters MW)
87%
86%
Valparaiso University (Masters MW)
87%
86%
La Salle University (Masters N)
86%
86%
West Chester University of PA (Masters N)
84%
84%
Rutgers University (Masters N)
84%
83%
Temple University (Nat’l)
82%
83%
Bloomsburg University of PA (Masters N)
81%
81%
King’s College (Masters N)
81%
81%
Marywood University (Masters N)
82%
80%
Sacred Heart University (Masters N)
80%
80%
Wilkes University (Masters N)
78%
79%
East Stroudsburg University of PA (Masters N)
75%
76%
Source: U.S. News Rankings, 2006, 2007 edition
Note: data from the 2004-05 and 2005-06 Common Data Sets – first
year retention rate is for the fall 2003 & 2004 cohorts.
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Table 3: PCA Group and University of Scranton Graduation Rates
Institution (Carnegie Classification)
6 Year Avg. Graduation
1998-2005
1999-2006
Lafayette College (Lib Arts)
86%
94%
College of Holy Cross (Lib Arts)
90%
91%
Colgate University (Lib Arts)
89%
91%
Bucknell University (Lib Arts)
89%
90%
Villanova University (Masters N)
85%
85%
Providence College (Masters N)
84%
85%
Penn State University (Nat’l)
85%
84%
Santa Clara University (Masters W)
83%
84%
College of New Jersey (Masters N)
82%
82%
Loyola College of Maryland (Masters N)
81%
82%
University of Scranton (Masters N)
80%
80%
Fairfield University (Masters N)
79%
79%
University of Delaware (Nat’l)
76%
76%
St. Joseph’s University (Masters N)
75%
76%
Marist College (Masters N)
73%
75%
John Carroll University (Masters MW)
77%
75%
Ithaca College (Masters N)
74%
74%
SUNY Binghamton (Nat’l)
80%
73%
Valparaiso University (Masters MW)
73%
73%
La Salle University (Masters N)
72%
72%
King’s College (Masters N)
70%
70%
Quinnipiac College (Masters N)
68%
68%
Fordham University (Nat’l)
78%
67%
Marywood University (Masters N)
66%
66%
Bloomsburg University of PA (Masters N)
61%
61%
West Chester University of PA (Masters N)
59%
59%
Rutgers University (Masters N)
55%
59%
Sacred Heart University (Masters N)
56%
58%
Temple University (Nat’l)
53%
57%
Wilkes University (Masters N)
75%
57%
East Stroudsburg University of PA (Masters N)
49%
50%
Source: U.S. News Rankings, 2006, 2007 edition
Note: data from the 2004-05 and 2005-06 Common Data Sets – 6 year
graduation rate is for the fall 1998 & 1999 cohorts.
Data sorted in descending order by 1999 cohort sis-year rate.
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Table 4 below describes retention rates for the fall 2004 cohort and graduation rates for
the 1999 cohort for participants in the Consortium for Student Retention Data Exchange
(CSRDE). University of Scranton rates are above the average for the CSRDE groups
featured.
Table 4: CSRDE Retention and Graduation Rates, 2006
Consortium for Student Retention Data Exchange (CSRDE), 2006
First-Year Retention Rates
All CSRDE Participants
Private/Masters I
Highly Selective
80%
78%
87%
University of Scranton
88%
Graduation Rates - 6 Year
All CSRDE Participants
Private/Masters I
Highly Selective
66%
60%
69%
University of Scranton
79%
Highly Selective = SAT Score > 1100
Table 5 below shows average graduation rates for the 1999 cohort for the University of
Scranton and the institutions in its self-selected IPEDS comparison group. The
University rate is above the average for the institutions in the group18.
Table 5: IPEDS Comparison Group Grad Rates
Graduation Rates - 6 Year*
Comparison Group
77.0%
University of Scranton
79.0%
Table 6 on the following page illustrates retention and graduation rates for the
University of Scranton from the fall 1996 cohort to the fall 2004 cohort:
18
These institutions are: Creighton University, Fairfield University, Gonzaga University, Ithaca College,
John Carroll University, Loyola College in Maryland, Loyola Marymount University, Marist College,
Providence College, Quinnipiac University, Saint Joseph’s University, Santa Clara University, Seattle
University, The College of New Jersey, The University of Richmond, Villanova University, Wilkes
University, and Xavier University.
17
DRAFT
Table 6: University of Scranton Retention & Grad Rates, Fall 1996 - Fall 2004
Undergraduate Student Retention and Graduation Rates
First-time, Full-time, Baccalaureate Degree-seeking Freshmen: Fall 1996 to Fall 2004
Graduated or Still Attending After
Still Attending
After
Entering
Head-
Cohort
count
1 year
2 years
4 years
Fall 1996
Fall 1997
Fall 1998
Fall 1999
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
948
901
873
957
833
1,013
959
975
965
89%
90%
91%
90%
90%
87%
89%
88%
88%
82%
85%
84%
83%
85%
80%
84%
85%
82%
66%
72%
70%
72%
75%
67%
Fall 2005
Grad
Continued
Grad
Continued
5 years
13%
11%
11%
8%
13%
10%
77%
81%
80%
79%
81%
Grad
Continued
6 years
2%
1%
1%
4%
1%
89%
Average first-year retention rate = 89%.
Average four-year graduation rate = 70%
Average six-year graduation rate = 80%
The figures in the above table reflect graduation or attendance data as of fall 2005. Entering cohorts represent students
who entered as first-time, full-time, baccalaureate degree-seeking freshmen in the fall of the year given. Attendance in
subsequent years includes both full-time and part-time students.
78%
82%
80%
79%
1%
0%
3%
0%
DRAFT
Works Cited
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Bibliography:
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Flowers, Lamont A. (2004-05). Retaining African-American students in higher education: an
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