What Works in Student Retention? Fourth National Survey: Community Colleges with Twenty Percent or More Hispanic Students Enrolled*b12

What Works in Student Retention? Fourth National Survey Community Colleges with Twenty Percent or More Hispanic Students Enrolled* ACT, 2010 * Revisions were made to data in tables V, VI, and A2 as of November 9th, 2010. Table of Contents Community Colleges with 20% or More Hispanic Students Enrolled .....................................................1 Section I: Background Information.................................................................................................1 Section II: Retention and Degree Completion Rates .....................................................................2 Section III: Factors Affecting Student Attrition at Your School.......................................................3 Section IV: On-Campus Retention Practices.................................................................................4 Section V: Top Three Retention Practices.....................................................................................8 Appendix A Appendix B This report is the culmination of a two-year project directed by a four-member planning team. Inquiries may be directed to any member of the team. For more information on this survey, please contact: Wes Habley, Principal Associate in Educational Services (chair) wes.habley@act.org Michael Valiga, Director of Survey Research Services mike.valiga@act.org Randy McClanahan, Senior Research Associate in Survey Research Services randy.mcclanahan@act.org Kurt Burkum, Senior Research Associate in Statistical Research kurt.burkum@act.org ACT’s What Works in Student Retention 2010 Study Community Colleges with Twenty Percent or More Hispanic Students Enrolled This report presents the findings for community colleges with twenty percent or more Hispanic students enrolled that participated in ACT’s 2010 What Works in Student Retention survey. The report contains information pertinent to only these institutions. For more information concerning the history of ACT’s involvement in retention research; various aspects of the study’s methodology (e.g., database, administration, etc.); response rates by type of institution; findings for background information; and retention and degree-completion rates for other types of institutions, the reader is directed to the Report for All Colleges and Universities. In that report, the reader will find data for community colleges, private four-year colleges and universities, and public four-year colleges/universities. More in-depth information can be found for each of these types of institutions in their respective executive summaries. A copy of the survey instrument to which all colleges and universities in this study responded can be found in Appendix B of this report. The survey was mailed to the Chief Academic Affairs Officers at a total of 3,360 colleges and universities. A total of 1,104 responses were received of which 37 were community colleges with Hispanic enrollments ≥ 20%. Findings for these 37 are presented in this report. Section I: Background Information The full base of respondents and computed percentages were based on the number of individuals responding to each item unless otherwise noted with the inclusion of the word “blank,” in which case blanks were included in the total number of respondents for the item. • Forty-one percent of all community colleges with ≥ 20% Hispanic student enrollment indicated a person on their campus was responsible for the coordination of retention programs, while 54% indicated there was no person responsible for such coordination. The position titles for these individuals varied widely. From among the 13 positions listed, Chief Student Affairs Officer, Assistant/Associate Student Affairs Officer, and Director were most frequently selected by 8% each. • Sixty-five percent of the colleges offered at least some undergraduate credit hours through online instruction. Of the total group offering online instruction, over one-third (38%) offered 15% or more of their total undergraduate hours online. • From among the three transfer enhancement programs, the largest percentage of these schools participated in articulation agreements with selected colleges (68%). Over one-third of the schools also participated in a common course numbering system statewide (38%). About one-third participated in a course applicability system with a selected group or consortium of colleges (32%) or statewide (27%). 1 Q1. Is there a person on your campus who is responsible for the coordination of retention programs? y