Impact of the Impact of the West Virginia University West Virginia University

Student Support Student Support Services/TRIO Program Services/TRIO Program

from 1998 - 2006from 1998 - 2006By By

Dr. Barbara Copenhaver Bailey, DirectorDr. Barbara Copenhaver Bailey, DirectorWest Virginia UniversityWest Virginia University

Student Support Services/TRIOStudent Support Services/TRIO

Historical Overview of Student Historical Overview of Student Support Services/TRIO (SSS)Support Services/TRIO (SSS)

Facts on LI/FG college studentsFacts on LI/FG college students

National Data on LI/FG college National Data on LI/FG college studentsstudents

WVU SSS Research & DataWVU SSS Research & Data

Best Practices of WVU SSS Best Practices of WVU SSS

ConclusionConclusion

Overview of WorkshopOverview of Workshop

IntroductionIntroduction

Historical Context of Historical Context of SSS and TRIO programs.1SSS and TRIO programs.1

4 year federal TRIO grant funded by the United 4 year federal TRIO grant funded by the United States Department of EducationStates Department of EducationStarted as a part of the War on Poverty by the Started as a part of the War on Poverty by the Johnson Administration Johnson Administration Created in the same legislation as the federal Created in the same legislation as the federal financial aid programfinancial aid programCreated to assist with access to higher education Created to assist with access to higher education for first-generation, poor, disabled, and the under-for first-generation, poor, disabled, and the under-representedrepresented

Historical Context of Historical Context of SSS and TRIO programsSSS and TRIO programs.2.2

TRIO refers to the original 3 grants TRIO refers to the original 3 grants established – Upward Bound, Student established – Upward Bound, Student Support Services, & Talent Search Support Services, & Talent Search (now 7 grants under TRIO umbrella)(now 7 grants under TRIO umbrella)

930 SSS program across the United States 930 SSS program across the United States and its territoriesand its territories

FactsFacts

LI/FG LI/FG less likely to attend less likely to attend collegecollegeLI/FG LI/FG more likely to drop more likely to drop out if they do attendout if they do attendAs income levels As income levels increase, so do graduation increase, so do graduation ratesrates

(Kennedy, 2003; London, 1989; (Kennedy, 2003; London, 1989; Mortenson, 1997; Quinn, 2004; Thayer, Mortenson, 1997; Quinn, 2004; Thayer, 2000)2000)

Data.1Data.1

Nationally Nationally 74% of college students from the top income 74% of college students from the top income quartile completed baccalaureate degreesquartile completed baccalaureate degrees5% of college students from the bottom 5% of college students from the bottom income quartile completed baccalaureate income quartile completed baccalaureate degreesdegreesThe gap between degree completion of top & The gap between degree completion of top & bottom quartiles is wideningbottom quartiles is widening

(Mortenson,1997)(Mortenson,1997)

Data.2Data.2

Nationally Nationally 51.4% of children from families with incomes 51.4% of children from families with incomes exceeding $90,000 graduated with 4 year exceeding $90,000 graduated with 4 year degreesdegrees12.4% of children from families with incomes 12.4% of children from families with incomes between $35,000-$65,000 graduated with 4 between $35,000-$65,000 graduated with 4 year degreesyear degrees4.5% of children from families with incomes 4.5% of children from families with incomes lower than $35,000 graduated with 4 year lower than $35,000 graduated with 4 year degreesdegrees

(Quinn, 2004)(Quinn, 2004)

Data.3Data.3

Nationally Nationally

77% of high income students enroll in 77% of high income students enroll in post-secondary educationpost-secondary education

47% of middle-income students enroll47% of middle-income students enroll

33% of low-income students enroll33% of low-income students enroll

(United States Department of Education, 2000)(United States Department of Education, 2000)

West Virginia UniversityWest Virginia UniversityStudent Support ServicesStudent Support Services

West Virginia UniversityWest Virginia University Student Support Services Student Support Services

200 undergraduate participants per year200 undergraduate participants per year

first-generation, income-eligible, OR first-generation, income-eligible, OR registered with WVU Disabilities Servicesregistered with WVU Disabilities Services

Recruitment to SSS program begins Recruitment to SSS program begins when students are accepted to WVUwhen students are accepted to WVU

New participants are accepted in MayNew participants are accepted in May

New participants are met with at New New participants are met with at New Student Orientation (NS0) in summerStudent Orientation (NS0) in summer

WVU SSS Mission StatementWVU SSS Mission Statement

The Student Support Services/TRIO program The Student Support Services/TRIO program (SSS) supports WVU and Student Affairs as a (SSS) supports WVU and Student Affairs as a

student-centered environment by providing student-centered environment by providing individualized services to students who are individualized services to students who are either first-generation, income eligible, or either first-generation, income eligible, or

have a learning or physical disability. have a learning or physical disability.

Based on their needs and goals, SSS assists Based on their needs and goals, SSS assists participants with academic support and social participants with academic support and social

and cultural enrichment so they may and cultural enrichment so they may successfully complete baccalaureate successfully complete baccalaureate

degrees.degrees.

WVU SSS Philosophy StatementWVU SSS Philosophy Statement

The Student Support Services/TRIO The Student Support Services/TRIO program at West Virginia University program at West Virginia University provides high quality programs and provides high quality programs and

services while holding to the values of services while holding to the values of honesty, integrity, compassion, fairness, honesty, integrity, compassion, fairness, and Love. We encourage growth of our and Love. We encourage growth of our students through personal responsibility students through personal responsibility and respecting the dignity of all people.and respecting the dignity of all people.

Upon Acceptance to SSSUpon Acceptance to SSS

Meet with students at New Student Meet with students at New Student OrientationOrientationReview financial aid packagesReview financial aid packagesProvide academic advising for general studies Provide academic advising for general studies & pre-majors& pre-majorsEnroll in ORIN 293E for 1st semester Enroll in ORIN 293E for 1st semester Answer questions and provide general Answer questions and provide general information about WVUinformation about WVUIntake Assessment MeetingIntake Assessment MeetingIndividual Success Plan (ISP) each semesterIndividual Success Plan (ISP) each semesterBeyond ISP, students may participate to Beyond ISP, students may participate to whatever extent they choosewhatever extent they choose

Services - Services - free to participantsfree to participants

TutoringTutoring

AdvisingAdvising

Academic SupportAcademic Support

Study GroupsStudy Groups

Math ReviewMath Review

Cultural EventsCultural Events

Computer Usage Computer Usage

Study SkillsStudy Skills

Financial Aid Financial Aid InformationInformation

Academic ProgramsAcademic Programs

Social ActivitiesSocial Activities

Orientation ClassOrientation Class

Leadership Leadership DevelopmentDevelopment

ReferralsReferrals

Research & Research & Data CollectionData Collection

Call for more accountability at Call for more accountability at many levelsmany levelsReports for US Department of Reports for US Department of EducationEducationGrant renewal processGrant renewal processWanted to be able to show the Wanted to be able to show the contributions SSS is making to contributions SSS is making to our institution our institution

Need for ResearchNeed for Research

Need for ResearchNeed for Research

College recruitment has become more College recruitment has become more competitivecompetitive

Services provided by an institution are Services provided by an institution are becoming selling points for recruitersbecoming selling points for recruiters

Identify special programs and services Identify special programs and services that are successful in assisting in the that are successful in assisting in the retention and graduation of studentsretention and graduation of students

Literature ReviewLiterature Review

Little consensus on the factors that Little consensus on the factors that influence success in college influence success in college student: faculty ratio; ethnicity; first student: faculty ratio; ethnicity; first language; birthplace; standardized test language; birthplace; standardized test scores; housing arrangements; income; scores; housing arrangements; income; alcohol or drug use; self-image; gender; alcohol or drug use; self-image; gender; age; disability; size of institution; age; disability; size of institution; average class size; high school GPA; average class size; high school GPA; community service; level of community service; level of extracurricular involvementextracurricular involvement

Literature ReviewLiterature Review

One of the most important ways for an One of the most important ways for an institution of higher education to increase institution of higher education to increase retention is by providing support servicesretention is by providing support services

First-generation, low-income college students First-generation, low-income college students are less likely to attend college and less likely are less likely to attend college and less likely to graduation if they do attendto graduation if they do attend

First-generation, low-income college students First-generation, low-income college students are often ill prepared academically and enter are often ill prepared academically and enter college with lower high school GPAs and college with lower high school GPAs and standardized test scoresstandardized test scores

Literature ReviewLiterature Review

First-generation, low-income college students First-generation, low-income college students often face obstacles that other student do notoften face obstacles that other student do not

Work longer hoursWork longer hours

Lack of mentors and role modelsLack of mentors and role models

Little family support – emotionally and Little family support – emotionally and financiallyfinancially

Family pressureFamily pressure

Feelings of isolationFeelings of isolation

Lack of knowledge of college lifeLack of knowledge of college life

Literature ReviewLiterature Review

Limit research specifically on Limit research specifically on Student Support Services/TRIO Student Support Services/TRIO programsprograms

Research shows support services Research shows support services or specific variables can not be or specific variables can not be linked to college graduationlinked to college graduation

SELECTED ATTRIBUTESSELECTED ATTRIBUTES

ETHNICITYETHNICITYStudent Support ServicesStudent Support Services West Virginia UniversityWest Virginia University

WhiteWhite MinorityMinority WhiteWhite MinorityMinority

nn %% nn %% nn %% nn %%

19981998 2626 78.878.8 77 21.221.2 30953095 92.092.0 269269 8.08.0

19991999 3636 81.881.8 88 18.218.2 32353235 90.790.7 332332 9.39.3

20002000 2828 71.871.8 1111 28.228.2 32373237 91.491.4 308308 8.68.6

20012001 2727 78.878.8 66 21.221.2 33213321 90.790.7 340340 9.39.3

20022002 4444 86.386.3 77 13.713.7 36263626 91.291.2 352352 8.88.8

20032003 3939 79.679.6 1010 20.420.4 41144114 93.293.2 301301 6.86.8

20042004 3636 75.075.0 1212 25.025.0 40074007 91.991.9 352352 8.18.1

20052005 3434 73.973.9 1212 26.126.1 41754175 91.391.3 399399 8.78.7

20062006 2424 82.882.8 55 17.217.2 43924392 91.091.0 436436 9.09.0

GENDERGENDERStudent Support ServicesStudent Support Services West Virginia UniversityWest Virginia University

FemaleFemale MaleMale FemaleFemale MaleMale

nn %% nn %% nn %% nn %%

19981998 1818 54.554.5 1515 45.545.5 15871587 47.247.2 17771777 52.852.8

19991999 2323 52.352.3 2121 47.747.7 16621662 46.646.6 19051905 53.453.4

20002000 2222 56.4 17 43.6 16971697 47.947.9 18431843 52.152.1

20012001 1616 48.548.5 1717 51.551.5 17651765 48.248.2 18961896 51.851.8

20022002 2828 53.853.8 2424 46.246.2 18651865 46.946.9 21132113 53.153.1

20032003 2626 53.053.0 2323 46.946.9 21212121 48.048.0 22942294 52.052.0

20042004 3131 64.664.6 1717 35.435.4 20532053 47.147.1 23062306 52.952.9

20052005 2929 63.063.0 1717 37.037.0 21722172 47.047.0 26562656 53.053.0

20062006 1818 62.162.1 1111 37.937.9 21722172 44.544.5 26562656 55.555.5

HIGH SCHOOL GPAHIGH SCHOOL GPA

CohortCohort Student Support Student Support ServicesServices West Virginia UniversityWest Virginia University

19981998 3.243.24 3.183.18

19991999 2.962.96 3.183.18

20002000 2.942.94 3.203.20

20012001 3.273.27 3.183.18

20022002 3.283.28 3.223.22

20032003 3.213.21 3.283.28

20042004 3.483.48 3.313.31

20052005 3.243.24 3.293.29

20062006 3.373.37 3.283.28

RESIDENCYRESIDENCYStudent Support ServicesStudent Support Services West Virginia UniversityWest Virginia University

ResidentResident Non-ResNon-Res ResidentResident Non-ResNon-Res

nn %% nn %% nn %% nn %%

19981998 2222 66.766.7 1111 33.333.3 19541954 58.158.1 14101410 41.941.9

19991999 2727 61.461.4 1717 38.638.6 19481948 54.654.6 16191619 45.445.4

20002000 1919 48.748.7 2020 51.351.3 19481948 55.055.0 15921592 45.045.0

20012001 2323 69.769.7 1010 30.330.3 18621862 50.950.9 17991799 49.149.1

20022002 3737 71.271.2 1515 28.828.8 21002100 52.852.8 18781878 47.247.2

20032003 3232 65.365.3 1717 34.734.7 23212321 52.652.6 20942094 47.447.4

20042004 4242 87.587.5 66 12.512.5 23602360 54.154.1 19991999 45.945.9

20052005 3030 65.265.2 1616 34.834.8 22632263 49.049.0 23112311 51.051.0

20062006 2222 75.975.9 77 24.124.1 23432343 48.548.5 24852485 51.551.5

ACT/SAT SCOREACT/SAT SCORE

CohortCohortStudent Support Student Support

ServicesServicesWest Virginia West Virginia

UniversityUniversity

19981998 21.621.6 22.222.2

19991999 19.919.9 22.222.2

20002000 19.819.8 22.622.6

20012001 22.322.3 22.422.4

20022002 21.921.9 22.722.7

20032003 21.621.6 22.922.9

20042004 20.820.8 23.023.0

20052005 20.720.7 23.123.1

20062006 21.421.4 23.223.2

GRADUATION RATESGRADUATION RATES

4 Year Graduation Rates4 Year Graduation Rates

CohortCohort

Student Support Student Support ServicesServices WVUWVU

19981998 31.031.0 24.524.5

19991999 24.124.1 25.125.1

20002000 28.628.6 25.225.2

20012001 31.431.4 25.425.4

20022002 20.520.5 25.725.7

20032003 28.928.9 Not availableNot available

5 Year Graduation Rates5 Year Graduation Rates

CohortCohort

Student Support Student Support ServicesServices WVUWVU

19981998 51.751.7 47.847.8

19991999 53.553.5 47.747.7

20002000 57.157.1 47.647.6

20012001 55.955.9 Not availableNot available

20022002 54.654.6 Not availableNot available

6 Year Graduation Rates6 Year Graduation Rates

CohortCohort

Student Support Student Support ServicesServices WVUWVU

19981998 65.565.5 54.554.5

19991999 55.855.8 54.754.7

20002000 62.962.9 Not availableNot available

20012001 55.955.9 Not availableNot available

Best Practices ofBest Practices ofWVU WVU

Student Support ServicesStudent Support Services

Best PracticesBest PracticesNew Student Orientation New Student Orientation Component* Component* ORIN 293E course* ORIN 293E course* Individual Success Plan (ISP) Individual Success Plan (ISP) MeetingMeetingAcademic AdvisingAcademic AdvisingEvent ProgrammingEvent ProgrammingMid-term InterventionMid-term InterventionCampus CollaborationCampus CollaborationPERSONALIZED ATTENTIONPERSONALIZED ATTENTION

New Student Orientation (NSO).1New Student Orientation (NSO).1

Prior to NSO - Prior to NSO - Admit students prior to NSO in JuneAdmit students prior to NSO in June

Make contact to let them know we will be Make contact to let them know we will be meeting them and their family/guests at NSOmeeting them and their family/guests at NSO

Familiarize ourselves with student’s information Familiarize ourselves with student’s information (housing, financial aid, major, course schedule, etc.)(housing, financial aid, major, course schedule, etc.)

Trouble shoot any problems that can be Trouble shoot any problems that can be identifiedidentified

Prepare file Prepare file (financial aid review, advising info, etc)(financial aid review, advising info, etc)

New Student Orientation (NSO).2New Student Orientation (NSO).2

During NSO Meetings -During NSO Meetings -

Meet students and family/guests in personMeet students and family/guests in person

Introduce SSS staffIntroduce SSS staff

Explain SSS programExplain SSS program

Register for ORIN 293E courseRegister for ORIN 293E course

Review financial aid package!!!Review financial aid package!!!

Register for Fall coursesRegister for Fall courses

Answer questionsAnswer questions

ORIENTATION 293E (ORIN).1ORIENTATION 293E (ORIN).1

Required for all participantsRequired for all participants

Team taught by all three SSS Team taught by all three SSS counselor/advisorscounselor/advisors

Once a week for entire semesterOnce a week for entire semester

Is equivalent to UNIV 101 Is equivalent to UNIV 101 requirementrequirement

Course requires attendance at Course requires attendance at four SSS eventsfour SSS events

ORIENTATION 293E (ORIN).2ORIENTATION 293E (ORIN).2Content of Course - Fall 2006Content of Course - Fall 2006

Introduction to Computer LabIntroduction to Computer LabNoel-Levitz Assessment Noel-Levitz Assessment (College Student Inventory)(College Student Inventory)

Study Skills & Time Management Study Skills & Time Management Understanding Your Financial AidUnderstanding Your Financial AidGetting to Know the SystemGetting to Know the SystemSelecting a MajorSelecting a MajorRegistering for Classes Registering for Classes On-Line CommunitiesOn-Line CommunitiesLibrary TourLibrary TourGetting Acquainted with the Campus & CommunityGetting Acquainted with the Campus & CommunityCharacter CountsCharacter CountsService LearningService LearningMaking Healthy ChoicesMaking Healthy Choices

Fall 2006 ProgrammingFall 2006 ProgrammingWelcome to the Semester – pizza & Welcome to the Semester – pizza & bowlingbowlingRonald McDonald House dinnerRonald McDonald House dinnerFootball Tailgate vs. MarylandFootball Tailgate vs. MarylandFinancial Responsibility Financial Responsibility programprogramUtilizing the LibraryUtilizing the LibraryStudy Abroad Study Abroad Mid-term preparationMid-term preparationMoving on & moving outMoving on & moving outSoup Kitchen PreparationSoup Kitchen PreparationSundale Nursing Home VisitSundale Nursing Home VisitRosenbaum Family House dinnerRosenbaum Family House dinnerMovie Night – diversity weekMovie Night – diversity weekGraduation banquetGraduation banquet

ConclusionConclusion

SummarySummary

Many different approaches to Many different approaches to increasing retentionincreasing retention

Data can be collected and analyzed Data can be collected and analyzed and analyzed and collected with and analyzed and collected with many different outcomes to try to many different outcomes to try to find the best approach or the find the best approach or the variable that makes the biggest variable that makes the biggest impactimpact

GET TO THEM EARLY AND GET TO THEM EARLY AND GET TO THEM OFTENGET TO THEM OFTEN

Build a relationship as early as possible so Build a relationship as early as possible so the student doesn’t feel like they are the student doesn’t feel like they are floundering around on their own – if they floundering around on their own – if they encounter a problem, they are more likely encounter a problem, they are more likely to ask for assistanceto ask for assistance

The personalized contact you have with The personalized contact you have with them before they get on campus and in them before they get on campus and in the early weeks of the term are criticalthe early weeks of the term are critical

Current Research ProjectCurrent Research Project

Collecting data on graduation rates Collecting data on graduation rates of SSS participants and comparing of SSS participants and comparing them to WVU students who are them to WVU students who are eligible but not in the program as eligible but not in the program as well as to the non-eligible studentswell as to the non-eligible students

Variables included in the study are Variables included in the study are age, ethnicity, gender, high school age, ethnicity, gender, high school GPA, residency, and ACT/SAT GPA, residency, and ACT/SAT scoresscores

Limitations Of StudyLimitations Of Study

Can not identify to what extent those Can not identify to what extent those not in SSS are seeking out and not in SSS are seeking out and receiving support services across receiving support services across campuscampus

Utilize the FAFSA to identify income Utilize the FAFSA to identify income levelslevels

SSS participants self-selectSSS participants self-select

Data Analysis of Current ResearchData Analysis of Current Research

Quisi-experimental control group time series – Quisi-experimental control group time series – full control of study groups is not possible, study over a full control of study groups is not possible, study over a long period of time, does not report cause of change in long period of time, does not report cause of change in dependent variable (grad rate) but can reports trendsdependent variable (grad rate) but can reports trends

Utilizing the Statistical Package for the Social Utilizing the Statistical Package for the Social Sciences (SPSS) for data analysisSciences (SPSS) for data analysisChi-square analysis used to determine Chi-square analysis used to determine differences in graduation rates among the three differences in graduation rates among the three groupsgroupsDiscriminant Analysis used to determine the Discriminant Analysis used to determine the impact of identified attributes on graduation rates impact of identified attributes on graduation rates

Current Research Project-Current Research Project-Preliminary FindingsPreliminary Findings

Non-eligible students have higher Non-eligible students have higher graduation rates than overall WVU graduation rates than overall WVU populationpopulationSSS graduation rates are higher than the SSS graduation rates are higher than the students who are eligible but not-enrolled students who are eligible but not-enrolled in SSSin SSSHigh school GPA appears to be best High school GPA appears to be best indicator of persistence towards indicator of persistence towards graduation graduation

Future ResearchFuture Research

Qualitative study of WVU SSS to Qualitative study of WVU SSS to identify the participants’ perception of identify the participants’ perception of the extent to which they feel SSS has the extent to which they feel SSS has assisted themassisted them

Impact of the WV PROMISE Impact of the WV PROMISE scholarship on the SSS programscholarship on the SSS program

Continue collecting six-year graduation Continue collecting six-year graduation rates rates

Impact of the Impact of the West Virginia University Student West Virginia University Student Support Services/TRIO Program Support Services/TRIO Program

from 1998 - 2006from 1998 - 2006By By

Dr. Barbara Copenhaver BaileyDr. Barbara Copenhaver Bailey

Thank you.Thank you.

QUESTIONS?QUESTIONS?