Fig 1.
This provides a snapshot of the information available for each class taken by each student. Note that the enrollment status only indicates whether a student eventually withdrew from classes before the end of a single quarter—it was not used to determine graduation from the university.
Table 1.
Demographic overview of students in dataset.
Percentages indicate demographic composition across rows.
Table 2.
Students at entry to university (Mean ± SD).
Table 3.
Attrition rates by demographic.
All rates are 6-year attrition rates adjusted for credits transferred. The Cohen’s D values for all freshmen vs all 2-year transfers and all freshmen vs all 4-year transfers were 0.57 and 0.72, respectively.
Fig 2.
Graduate counts (top), non-completion counts (middle), and attrition rates (bottom) for all students, freshmen entrants, 2-year transfers, and 4-year transfers across time.
An interactive visualization that allows for the data to be further segmented can be found at http://coursector.org/#/viz/attrition.
Fig 3.
Number of quarters enrolled for graduates (top) and non-completions (bottom).
Histograms look at all quarters student received some transcript grade. Mean, median, and standard deviations for graduates—Freshmen Entrants: 13.48, 13, 2.21; 2-year Transfers: 8.31, 8, 2.33; 4-year Transfers: 10.87, 11, 3.50. Mean, median, and standard deviations for non-completions—Freshmen Entrants: 6.80, 5, 5.33; 2-year Transfers: 5.79, 4, 4.87; 4-year Transfers: 9.84, 9, 6.10.
Table 4.
Student cumulative grade point averages (max 4.0).
Table 5.
Student grade point averages as related to transfer shock (max 4.0; Mean ± SD).
Note that sample sizes change across groups due to the selection criteria: only students whose total credit count after each of these periods was equivalent to averaging at least full-time enrollment and had at least one subsequent quarter of full-time enrollment thereafter were included in this analysis. Terms refer to terms at the university and not at students’ previous institutions.
Fig 4.
Field of study migration heatmap for all students.
Values represent transfer of students from each row to each column. Proportions are normalized across rows. Counts for rows indicate outgoing students while counts for columns indicate incoming students. (NOTE: Figure rotated 90 degrees clockwise.)
Fig 5.
Field of study migration heatmap for freshmen entrants.
Values represent transfer of students from each row to each column. Proportions are normalized across rows. Counts for rows indicate outgoing students while counts for columns indicate incoming students. (NOTE: Figure rotated 90 degrees clockwise.)
Fig 6.
Field of study migration heatmap for 2-year transfers.
Values represent transfer of students from each row to each column. Proportions are normalized across rows. Counts for rows indicate outgoing students while counts for columns indicate incoming students. (NOTE: Figure rotated 90 degrees clockwise.)
Fig 7.
Field of study migration heatmap for 4-year transfers.
Values represent transfer of students from each row to each column. Proportions are normalized across rows. Counts for rows indicate outgoing students while counts for columns indicate incoming students. (NOTE: Figure rotated 90 degrees clockwise.)