INSTITUTIONAL EFFECTIVENESS
ASSESSMENT PLAN - DEPARTMENT / UNIT
Department/Unit: Office of Undergraduate Admissions
College/Division: Office of the Provost
Date: May 28, 2004
Mission Statement: The Office of Undergraduate Admissions strives to work as a team to
attract, select and enroll the best students by providing the highest quality college selection
process. We recruit and enroll talented and diverse students by providing accurate and
appropriate information, timely decisions, and quality service to prospective students, families
and counselors.
Intended Outcome # 1: Georgia State University has quality incoming freshman and transfer
students.
Effectiveness Indicators: (What factors/variables/elements will you be measuring to gauge your success at
reaching your intended outcome?)
Indicators of quality include the average Freshman Index (FI), the average SATI test scores and
the average Core High School Grade Point Average (HSGPA) for the incoming freshmen. For
transfer students, the average Transfer Grade Point Average (TGPA) is a quality indicator.
Success Criteria: (For each indicator described above, what minimum score, value or result will signal success?
What score, value or result will signal a need for improvement? What score, value or result will signal a need for
immediate intervention?)
Average Freshman Index. The Freshman Index (FI) is a construct developed by the University
System of Georgia. The FI for each freshman applicant is calculated by multiplying the HSGPA
of the 16 college preparatory units by the factor of 500 and adding their best SATI verbal and
math scores. A similar calculation is specified for those applicants who take the ACT test. One
measure of success in achieving Outcome #1 will be assumed if the average FI of the incoming
freshman class for the Fall of 2004 is greater than or equal to 2700. An average of greater than or
equal to 2600 and less than or equal to 2699 will signal the need for improvement, and an average
below 2600 will signal the need for immediate intervention.
Average SATI. Another measure of success in achieving Outcome #1 will be assumed if the
average SATI combined score of the incoming freshman class is greater than or equal to 1080.
An average of greater than or equal to 1070 and less than or equal to 1079 will signal the need for
improvement, and an average below 1070 will signal the need for immediate intervention.
Average Core HSGPA. A third measure of success in achieving Outcome #1 will be assumed if
the average Core HSGPA of the incoming freshman class is greater than or equal to 3.30. An
average of greater than or equal to 3.20 and less than or equal to 3.29 will signal the need for
improvement, and an average Core HSGPA of below 3.2 will signal the need for immediate
intervention.
Average TGPA. A fourth measure of success in achieving Outcome #1 will be assumed if the
average Transfer GPA of the incoming transfer students in the fall of 2004 is greater than or equal
to 2.90. An average of greater than or equal to 2.80 and less than or equal to 2.89 will signal the
need for improvement, and an average of less than 2.80 will signal the need for immediate
intervention.
Data Collection and Analysis Procedures: (How, when, and by whom will data be collected? How will it
be analyzed? What will be the product of the analysis?)
The FI, SATI combined score, and Core HSGPA of each accepted freshman are calculated at the
time of the admission decision. The TGPA for newly enrolled transfer students is calculated by
the Office of Institutional Research. Once fall 2004 registration is complete, the Office of
Institutional Research will calculate averages for the newly admitted freshmen and transfers who
enroll.
Improvement in the academic credentials of the incoming class is an indicator of our success in
achieving our recruitment goals. When decisions are made concerning the admission requirements
for future classes, the results of this analysis assist us in projecting realistic enrollment targets for
incoming students and in planning recruitment strategies to achieve success.
Utilization of Results: (How will results of the analysis be used in planning, decision making, and continuous
improvement? What type of actions will be taken based on the analysis results?)
Depending on the degree of our success in achieving this and other intended outcomes, the
Enrollment Management Committee may determine that the minimum criteria for admission
should be increased.
If we minimally achieve this intended outcome or have results that signal a need for improvement
or immediate intervention, we will need to carefully analyze local and university factors that
might be contributing to our failure. Based on these analyses, we must plan strategies to minimize
the impact of these factors on the quality of our incoming students. Specific actions will be
undertaken to increase the number of applications from potential freshmen with test scores that
exceed our averages and/or to improve the conversion of accepted applicants to enrolled students
for applicants with better than average SATI scores, Core HSGPAs, FIs and TGPAs.
Department Unit: Office of Undergraduate Admissions
Date: May 28, 2004
Intended Outcome # 2: Georgia State University has a diverse student body.
Effectiveness Indicators: (What factors/variables/elements will you be measuring to gauge your success at
reaching your intended outcome?)
The racial/ethnic diversity of the incoming freshman and transfer students will be measured by
calculating the percentage of students in the incoming class for fall 2004 who identify themselves
as Black, Asian, and Hispanic.
Success Criteria: (For each indicator described above, what minimum score, value or result will signal success?
What score, value or result will signal a need for improvement? What score, value or result will signal a need for
immediate intervention?)
Success in achieving the goal of having a diverse student body will be measured by comparing the
percentage of incoming students for the fall of 2004 who identify themselves in each racial/ethnic
category to the percentages for fall 2003. Maintaining or exceeding the percentages of the
incoming class that identifies themselves as Black or Asian and increasing the percentage who
identify themselves as Hispanic will signal success. A drop of more than 3% for Black and Asian
students and more than 1% for Hispanic students will signal the need for improvement and more
than a 5% drop for Black and Asian students and 2% for Hispanic students will signal the need for
immediate intervention.
Data Collection and Analysis Procedures: (How, when, and by whom will data be collected? How will it
be analyzed? What will be the product of the analysis?)
Applicants are asked to voluntarily self-identify the racial/ethnic group to which they belong. The
applicant records of those who choose to respond include their response to the question. Once
registration for the fall 2004 class is complete, the Office of Institutional Research will report
aggregate data about the incoming students.
Utilization of Results: (How will results of the analysis be used in planning, decision making, and continuous
improvement? What type of actions will be taken based on the analysis results?)
The results of this analysis will assist us in measuring the effectiveness of our efforts to recruit
racially and ethnically diverse students. If our efforts need improvement or immediate
intervention, we will need to carefully analyze national, local and university factors that might be
contributing to our failure and plan strategies to minimize the impact of these factors on the
diversity of our student body. We would improve and/or expand our contact with the families and
counselors of diverse students who are academically prepared for admission to Georgia State.
Department/Unit: Office of Undergraduate Admissions
Date: May 28, 2004
Intended Outcome # 3: Georgia State University has the optimal number of newly enrolled
students to achieve our enrollment goals for the total number of students and credit hour
production.
Effectiveness Indicators: (What factors/variables/elements will you be measuring to gauge your success at
reaching your intended outcome?)
For each term, the Enrollment Management Committee sets targets for the optimal number of
incoming students. The optimal number of newly enrolled students for each term is determined by
projecting the number of continuing students who will enroll, the capacity of the University to
provide instructional resources and the needs of the University for tuition revenue. A total of
2200 incoming freshmen and 1600 incoming transfer students are the enrollment targets set by the
Committee for fall 2004 with a total enrollment goal of 28,000.
Success Criteria: (For each indicator described above, what minimum score, value or result will signal success?
What score, value or result will signal a need for improvement? What score, value or result will signal a need for
immediate intervention?)
Assuming that the projected number of continuing students enroll for fall 2004 classes, success in
achieving this outcome will theoretically be achieved if we enroll the total desired number of
incoming degree seeking students plus or minus 100 (2150-2250 freshmen and 1550-1650
transfers). Missing our target by more than 100 students in each group and less than 175 total
students (plus or minus) may signal a need for improvement. Priority intervention may be
necessary if the total target for degree seeking students is missed (plus or minus) by more
than 175 students.
Determining the number of incoming students that will actually signal a need for improvement or
immediate intervention is more complex. The impact of enrolling more than or less than the
projected number of incoming students may or may not be problematic in achieving the
enrollment goals for the University. For example, if the actual number of continuing students
who enroll falls short of the projections, enrolling more than the target for incoming students will
likely have a positive effect on the overall goal for enrollment. Conversely, enrolling less than the
target number of incoming students could have a positive effect on the overall goal for enrollment
if our projections for continuing students and/or credit hour production are exceeded.
Data Collection and Analysis Procedures: (How, when, and by whom will data be collected? How will it
be analyzed? What will be the product of the analysis?)
Registration for students is ongoing until the conclusion of Late Registration. The Office of
Institutional Research runs reports on a nightly basis concerning the number of students (new and
continuing) who are enrolled and the number of credit hours for which they have registered. The
number of new freshmen and transfers enrolled at the conclusion of Late Registration will be used
to calculate our success in achieving this outcome for the fall of 2004.
Utilization of Results: (How will results of the analysis be used in planning, decision making, and continuous
improvement? What type of actions will be taken based on the analysis results?)
For planning and decision making, we will look at the total enrollment and credit hour production
for the University in relation to the expected contribution of the number of newly enrolled
freshman and transfer students. If our intended outcome is not achieved, we will need to carefully
analyze national, local and university factors that might be contributing to our failure to achieve
our overall enrollment targets, and modify our projections and targets for future terms. If actions
to increase the number of incoming freshman and/or transfer students are indicated, specific
strategies designed to increase the number of applications from potential freshman and transfer
students and/or actions designed to improve the conversion of accepted applicants to enrolled
students would be initiated.