Rate Improvement in the

E.J. Ourso College of Business

Student Life
Its a lot to juggle
Graduate
or
Drop Out?
Student
School
Friends
Family
Activities
University
Goals
Increase graduation rate
Maintain/improve funding
Attract more students
Attract better students
3
2
.
1
2
%
1
3
.
1
6
%
4
5
.
2
8
%
5
.
4
5
%
1
1
.
3
4
%
1
6
.
7
9
%
0
.
0
9
%
0
.
7
4
%
0
.
8
3
%
COB OTHER LSU
GRADUAT I ON RAT E PROPORT I ONS
4 Years 5 Years 6 Years
Advising &
Counseling
Mentoring
Tutoring &
Support
Groups
Friends &
Activities
Family
Support
University Solutions
Implement mentoring by successful students,
professors, and previous graduates
Improved advising and counseling services
More tutoring and support groups
Encourage positive relationships with family
and friends
Well planned and structured activities and
involvement
Just One Problem
What we know
College Of Business Graduates
2006-
2012
4 Years 5 Years 6 Years
All
University
Male 51% 72% 50% 54%
Female 49% 28% 50% 46%
Conclusions:
Males tend to graduate in 5 years
rather than females
What we know
College Of Business Graduates
2006-
2012
4 Years 5 Years 6 Years
All
University
Male 51% 72% 50% 54%
Female 49% 28% 50% 46%
ACT 26 24 24 25
Conclusions:
There is no significant difference in
ACT scores
What we know
College Of Business Graduates
2006-
2012
4 Years 5 Years 6 Years
All
University
Male 51% 72% 50% 54%
Female 49% 28% 50% 46%
ACT 26 24 24 25
HS GPA 3.53 3.37 3.64 3.4
Conclusions:
HS GPA is higher for Year six
graduates than any other year
Raises again in Year 6, could be
working student taking more time
to get through courses
What we know
College Of Business Graduates
2006-
2012
4 Years 5 Years 6 Years
All
University
Male 51% 72% 50% 54%
Female 49% 28% 50% 46%
ACT 26 24 24 25
HS GPA 3.53 3.37 3.64 3.4
LSU GPA 3.17 3.13 2.68 2.89
Conclusions:
LSU GPA has a steady decline
Year 6 strugglers to get through
core courses ECON 2000, 2035,
ACCT 2001, MATH 1431,
ENGL 1001
What we know
College Of Business Graduates
2006-
2012
4 Years 5 Years 6 Years
All
University
Male 51% 72% 50% 54%
Female 49% 28% 50% 46%
ACT 26 24 24 25
HS GPA 3.53 3.37 3.64 3.4
LSU GPA 3.17 3.13 2.68 2.89
Greek 37% 29% 0% 34%
Conclusions:
Greeks graduate within 4 to 5 years
What we know
College Of Business Graduates
2006-
2012
4 Years 5 Years 6 Years
All
University
Male 51% 72% 50% 54%
Female 49% 28% 50% 46%
ACT 26 24 24 25
HS GPA 3.53 3.37 3.64 3.4
LSU GPA 3.17 3.13 2.68 2.89
Greek 37% 29% 0% 34%
Off
Campus
33% 52% 0% 36%
Conclusions:
Living on campus is better
Year 6 at 0% are only 2 students
who live on campus
What we know
College Of Business Graduates
2006-
2012
4 Years 5 Years 6 Years
All
University
Male 51% 72% 50% 54%
Female 49% 28% 50% 46%
ACT 26 24 24 25
HS GPA 3.53 3.37 3.64 3.4
LSU GPA 3.17 3.13 2.68 2.89
Greek 37% 29% 0% 34%
Off
Campus
33% 52% 0% 36%
Conclusions:
Males tend to graduate in 5 years rather than females
There is no significant difference in ACT scores
HS GPA is higher for Year 6 graduates than any other year
LSU GPA has a steady decline
Greeks graduate within 4 to 5 years
Living on campus is better
Who drops out?
Profile
60% male
62% public school
ACT = 24
HS GPA = 3.19
79.81% not Greek
45% off campus
LSU GPA = 2.26
1
st
Semester GPA = 2.32
2
nd
Semester GPA = 2.49
3
rd
Semester GPA = 2.25
Conclusions and Observations
Unknowns make up 37.10% of the
observations
GPAs not as low as perception
Loss of TOPS
High school GPA and ACT scores
within normal admissions range
What can we predict each semester
First Semester Odds
Not Greek = 1.69
Off Campus = 1.26
Public School = 1.30
ECON 2000 = 1.33
Second Semester Odds
Not Greek = 1.56
Off Campus = 1.19
ACCT 2001 = 1.50
Male = 1.14
(CUMGPA4, Greek, ACCT)
Third Semester Odds
Male = 1.17
Out of State = 1.12
Financial Aid = 1.67
Off Campus = 1.23
Greek = 1.02
ECON 2000 = 2.92
(CUMGPA6 only significance)
Regression Model Using Decision Tree Significant Predictors
Now what?
Use at-risk profile information for intervention
Have a trial run of the model against current students as a test
Collection of Work information would enhance understanding of time
management effects on the graduation rate
Macros could be created to upload and ready data for a more functional
data repository
Create a new database of cleaned data to continue the study