1 Tracking College Students Over Time: Using Longitudinal Data with CIRP Surveys John Pryor, Director Cooperative Institutional Research Program University

1

Tracking College Students Over Tracking College Students Over Time: Using Longitudinal Data with Time: Using Longitudinal Data with CIRP SurveysCIRP Surveys

John Pryor, DirectorJohn Pryor, DirectorCooperative Institutional Research ProgramCooperative Institutional Research ProgramUniversity of California, Los AngelesUniversity of California, Los Angeles

Monday, October 16th, 2006Monday, October 16th, 20063333rdrd Annual SAIR Conference Annual SAIR Conference

Arlington, VAArlington, VA

2

Presentation GoalsPresentation Goals

Overview of CIRP Freshman Survey

Introduce the YFCY and CSS surveys as longitudinal follow-ups to the CIRP Freshman Survey

• Discuss how institutions can utilize HERI longitudinal data to assess various aspects of the first-year and four-year college experience

• Share descriptive findings from the 2006 YFCY and 2006 CSS national aggregate data

3

Higher Education Research Institute

CIRPCooperative Institutional

Research Program

FreshmanSurvey YFCY CSS

Faculty Survey

Funded Research

• Atlantic Philanthropies• Templeton Foundation• National Institutes

of Health

4

InputsCIRP Freshman Survey

(e.g., academic performancein high school, financial concerns

prior to college entry, expectations for college,

degree aspirations,self-concept in high school)

Environments YFCY/CSS

(e.g., place of residence during college, interactions

with peers and faculty, curricularand co-curricular experiences)

OutcomesYFCY/CSS

(e.g., satisfaction with college, retention, post-college plans)

CIRP, YFCY/CSS, and the I-E-O ModelCIRP, YFCY/CSS, and the I-E-O Model

5

• Descriptive analyses with your campus data

• Comparative analyses

• Measures of association

• Longitudinal analyses

• Factor analyses

• Multivariate analyses

Using CIRP & YFCY/CSS Data to Using CIRP & YFCY/CSS Data to Enhance Campus Assessment Efforts: Enhance Campus Assessment Efforts: MethodologiesMethodologies

6

• Self-study reports

• Retention studies

• Recruitment issues

• Examining group differences among students

• Strategic planning

• Presentations to various constituents

• Creation of a student information system

• Measuring student development & institutional impact

Using CIRP & YFCY/CSS Data to Using CIRP & YFCY/CSS Data to Enhance Campus Assessment Efforts: Enhance Campus Assessment Efforts: MethodologiesMethodologies

7

Largest and longest-running national study of American college students…2006 is 40th Anniversary

Initiated in 1966 at the American Council on Education; Housed at HERI (UCLA) since 1973

CIRP Freshman SurveyCIRP Freshman Survey

8

Administered annually to over 400,000 incoming freshmen at more than 600 colleges and universities nationwide

Since 1966: 12 million students; 1,800 institutions

CIRP Freshman SurveyCIRP Freshman Survey

9

Demographic Characteristics Expectations for College High School Experiences Degree Aspirations & Career Plans College Finances Attitudes, Values, & Life Goals Reasons for Attending College

FRESHMAN TRENDS (1966 – present)

CIRP Freshman Survey ItemsCIRP Freshman Survey Items

10

Decline and Rebound in the Value of Keeping Up to Date with Political Affairs

0

10

20

30

40

50

60

70

1966 1969 1972 1975 1978 1981 1984 1987 1990 1993 1996 1999 2002 2005

Per

cen

t "v

ery

imp

ort

ant"

or

"ess

enti

al"

CIRP FS Trends:CIRP FS Trends:Entering College FreshmenEntering College Freshmen

11

Grade Inflation

0

10

20

30

40

50

Perc

en

t

A- orhigher

C+ orlower


12

Contrasting Values

0

20

40

60

80

Per

cen

t "v

ery

imp

ort

ant"

or

"ess

enti

al"

Develop a meaningful philosophy of life

Be very well off financially


13

Reason for Attending College:"To Be Able To Make More Money"

0

10

20

30

40

50

60

70

80

1976 1979 1982 1985 1988 1991 1994 1997 2000 2003

Per

cen

t "v

ery

imp

ort

ant"

Men

Women


14

Socio-historical context

Consistent trends over time

Changing student profile over the last 40 years (e.g, values, reasons for going to college, etc.)

What about students’ college experiences?

CIRP Freshman TrendsCIRP Freshman Trends

15

HERI follow-ups since 1967 Sponsored research

Your First College Year (YFCY) Launched in 2000 Designed to assess academic and personal development

over the first year of college Developed in collaboration with the Policy Center on the

First Year of College at Brevard College

Your First College Year (YFCY)Your First College Year (YFCY)

16

College Senior Survey (CSS) Launched in 1993 as College Student Survey Redesigned for 2007 as College SENIOR Survey Updated to serve as exit survey for seniors Designed to offer feedback on academic and campus life

experiences as well as post-graduate plans

College SENIOR Survey (CSS)College SENIOR Survey (CSS)

17

Academic and social adjustment Sources of satisfaction and dissatisfaction Academic, residential, and employment experiences Plans for the next academic year Patterns of behavior Life goals Self-concept and feelings of personal success

YFCY/CSS: Major ThemesYFCY/CSS: Major Themes

18

118 colleges & universities 34,281 students

63.5% matched back to CIRP Freshman Survey

59.9% female 40.1% male

Response rates Paper-only (37 institutions): 60.8% Web-only (20 institutions): 25.8% Paper & web (48 institutions): 57.8%

2006 YFCY2006 YFCY

19

Indicated feeling “frequently” or “occasionally”... 63.5% - Lonely or homesick 44.4% - Isolated from campus life

Noted being “satisfied” or “very satisfied” with... 63.9% - Overall sense of community among students 63.4% - Availability of campus social activities

Results: 2006 YFCY*Results: 2006 YFCY*

*Based on national aggregates of respondents

20

86.6% indicated that their courses inspired them to think in new ways

54.6% indicated receiving emotional support or encouragement from faculty

Noted being “satisfied” or “very satisfied” with... 76.9% - Class size 64.1% - Amount of contact with faculty



21

31.4% decided to pursue a different major 26.0% changed career choice

75.5% “agreed” or “strongly agreed” that the admission/recruitment materials portrayed their campus accurately

44.4% indicated participation in heavy episodic drinking



22

51%

64%

65%

69%

83%

87%

Manage time effectively

Adjust to academic demands

Develop effective study skills

Get to know faculty

Understand prof expectations

Utilize campus services

Students felt that it has been “very easy”or “somewhat easy” to...



23

Overall satisfaction with college experience(by racial group):

Overall Satisfaction w/College Experience

74.7%67.0% 65.1% 63.7% 61.3% 60.1%

0%

20%

40%

60%

80%

100%

White Latina/o Asian/PacificIslander

American Indian Other Race AfricanAmerican

Perc

ent

satisfied/very satisfied



24

141 colleges & universities 31,219 students

51.7% matched back to CIRP Freshman Survey

65.3% female 34.7% male

Response rates Paper-only (61 institutions): 67.4% Web-only (28 institutions): 25.3% Paper & web (35 institutions): 46.5%

2006 CSS2006 CSS

25

High levels of satisfaction (“satisfied” or “very satisfied”) 90.5% - Class size 88.1% - Courses in major field 87.4% - Overall quality of instruction 73.6% - Overall sense of community among students 71.9% - Ability to find faculty/staff mentor

4 out of 5 would make the same choice over again to attend their college!(81.9% responded “definitely yes” or “probably”)

Results: 2006 CSS*Results: 2006 CSS*

*Based on national aggregates of respondents who attended college for 4 years or more

26

Campus involvement 35.8% - Had a roommate of different race/ethnicity 24.1% - Played varsity/intercollegiate athletics 21.9% - Participated in a study-abroad program 16.0% - Participated in an ethnic/racial student organization

68.9% performed volunteer work “frequently” or “occasionally” in the last year

64.5% indicated being “very satisfied” or “satisfied” with opportunities for community service



27

Work/internship experience 47.2% - Participated in an internship program 22.9% - Worked full-time while attending school

Gains in college 32.4% reported much stronger preparedness for

employment after graduation 25.0% reported much stronger ability to get along with

people of different races/cultures



28

Future plans 65.1% indicated plans to work full-time 24.5% indicated plans to attend graduate/professional

school

55.9% indicated being “very satisfied” or “satisfied” with career counseling and advising

44.5% indicated being “very satisfied” or “satisfied” with job placement services for students



29

How do students change over time during college?

CIRP Freshman SurveyCIRP Freshman Surveyvs. YFCY/CSS: vs. YFCY/CSS: Longitudinal ResultsLongitudinal Results

30

YFCY/CSSYFCY/CSSLongitudinal ParticipationLongitudinal Participation

ALL CASES LONGITUDINAL CASES

2006 YFCY 118 institutions 112 institutions

34,281 students 21,772 students(63.5% matched to FS)

2006 CSS 141 institutions 139 institutions

31,219 students 16,148 students(51.7% matched to FS)

31

Change in Students' Self-Concept

Percent rating themselves "above average" or "highest 10%” in comparison to peers : At college entry At the end of college Change

Mathematical ability 47.8 36.3 -11.5

************************************

Self-confidence (social) 46.1 56.6 10.5

Public speaking ability 38.4 49.0 10.6

Computer skills 32.2 43.0 10.8

Self-understanding 54.5 67.7 13.2

Longitudinal Results:Longitudinal Results:CIRP Freshman Survey and CSS*CIRP Freshman Survey and CSS*

*Only changes greater than +/- 10 percentage points indicated

32


Percent reporting within past year that they: At college entry At the end of first-year Change

Discussed politics in class 46.6 18.1 -28.5

Attended a religious service 82.2 56.1 -26.1

Performed volunteer work 86.9 62.5 -24.4

Performed community service (as part of class) 56.5 32.2 -24.3

Discussed religion 37.3 23.0 -14.3

Tutored another student 55.1 41.7 -13.4

Discussed politics with family 28.3 15.0 -13.3

Played a musical instrument 43.8 33.4 -10.4

Longitudinal Results:Longitudinal Results:CIRP Freshman Survey and YFCY*CIRP Freshman Survey and YFCY*


33


Percent reporting within past year that they: At college entry At the end of first-year Change

Felt overwhelmed by all I had to do 27.8 39.5 11.7

Drank wine or liquor 52.1 65.5 13.4

Drank beer 45.3 59.6 14.3

Longitudinal Results:Longitudinal Results:CIRP Freshman Survey and YFCY*CIRP Freshman Survey and YFCY*


34

17%

45%

47%

7%

11%

10%

0% 10% 20% 30% 40% 50%

Join Frat/Sor

Change Major

Change Career

Expectation

Reality

Longitudinal Expectations/Reality:Longitudinal Expectations/Reality:CIRP Freshman Survey and CSSCIRP Freshman Survey and CSS

35

23%

95%

7%

72%

0% 20% 40% 60% 80% 100%

Seek PersonalCounseling

Socialize withanother race

Expectation

Reality

Longitudinal Expectations/Reality:Longitudinal Expectations/Reality:CIRP Freshman Survey and CSSCIRP Freshman Survey and CSS

36

John Pryor, Director, CIRP: [email protected], 310.825.1925

http://www.gseis.ucla.edu/heri/heri.html

http://www.gseis.ucla.edu/heri/freshman.html

http://www.gseis.ucla.edu/heri/yfcy.html

http://www.gseis.ucla.edu/heri/css.html

For More InformationFor More Information

Documents

1 Tracking College Students Over Time: Using Longitudinal Data with CIRP Surveys John Pryor, Director Cooperative Institutional Research Program University