Universities can support CPS graduate retention through deliberate support strategies such as scholarships, test-free admission, billing and hold policy changes, and tutoring¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article highlights institutional actions that universities can take to bring in and retain CPS graduates. It notes that "Northern Illinois and Western Illinois Universities have created deliberate support strategies to bring in and retain CPS graduates, such as scholarships, test-free/optional admission, changes to billing and hold policies, and tutoring support," and reports both universities saw double-digit increases in enrollment and retention of CPS graduates even during the COVID-19 pandemic. The strategy targets institutional policy and practice rather than student behavior alone.

Design Implications¶

Context¶

Requirements¶

• Institutional commitment to removing barriers to college completion that the authors say are frequently outside of a student's control, including staying connected to stopped-out students

Constraints¶

• The enrollment and retention increases are reported for two named universities during the COVID-19 pandemic; the article prints no standardized evaluation of the strategies' effects

Target Learners¶

• CPS graduates attending four-year universities, including stopped-out and returning students

Target Learning Goals¶

• College enrollment
• College persistence and degree completion

Related Strategies¶

• Institutional leaders should examine their own data, identify troublesome equity trends, and engage faculty, staff, and students in deliberate action to support all students

Examples¶

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Key Sources¶

• Nagaoka, J., Lee, J.S., Usher, A., & Seeskin, A. (2021). Navigating the maze: Understanding CPS graduates' paths through college. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/navigating-the-maze