A biweekly publication for faculty and staff

Survey Sheds Light on Student Achievement and Retention

September 8, 2015

In Fall 2014, 35 percent of incoming first-year students completed a survey about their educational plans, academic habits, academic obstacles and use of campus services. UC Merced’s Institutional Research and Decision Support (IRDS) combined survey responses with information about student background factors (e.g., high school GPA) and midterm grades to determine which factors best predicted student GPAs at the end of their first semester and whether students would return to campus the following spring semester.

Below are the key findings from the analysis:

What Factors Best Predicted End-of-Term GPA?

  • Students with higher high school GPAs and SAT scores had higher first-term GPAs at UC Merced.
  • Students who received at least one D or F grade at midterm had lower first-term GPAs.
  • Students who visited the Students First Center had lower GPAs. This is likely because students who struggle the most academically consult with staff members at the SFC to help them locate resources and support.
  • Students who spent more time preparing for and attending classes (e.g., reading before class or turning in assignments on time) had higher GPAs.
  • Students who perceived they were not well prepared for college (e.g., had poor study skills or had difficulty adjusting to college-level work) had lower GPAs.

What Factors Best Predicted Spring Retention?

  • Students with higher high school GPAs were more likely to return in spring.
  • Students who received at least one D or F grade at midterm were less likely to return in spring.
  • Students with higher academic self-efficacy (i.e., beliefs they can succeed academically and overcome obstacles) were more likely to return in spring.
  • Students who said they had plans to leave UC Merced (e.g., transfer before graduating) were less likely to return in spring.
  • Students who more often engaged in extracurricular activities (e.g., participated in major/academic-related clubs, organizations or activities or spent time with peers who supported academic success) were more likely to return in spring.

Summary

  • This analysis has an important limitation — only 35 percent of incoming first-year students responded to the survey. While the sample tended to be demographically representative (e.g., first-generation status, race, etc.), females and higher-achieving students were more likely to complete the survey, indicating that the results may best apply to these groups.
  • After accounting for student background factors (e.g., high school GPA), knowing which students received at least one D or F grade at midterm enabled consistent predictions of both first-semester GPA and persistence into the second semester.

The full report is available online.