|Plan 2008: GOAL III: CLOSE THE GAP IN EDUCATIONAL ACHIEVEMENT, BY BRINGING RETENTION AND GRADUATION RATES FOR STUDENTS OF COLOR IN LINE WITH THOSE OF THE STUDENT BODY AS A WHOLE.|
|RELATED INSTITUTIONAL Plan 2008 GOAL (UW-W Continuing Activity #3):
1. Continue and expand efforts to improve retention and graduation rates for students of color.
|Name of Department(s)||Academic Support Services
UW-W Retention and Graduation Task Force
Divisions of Academic Affairs and Student Affairs
|Target Group||All students of color|
|Total Number Served||Approximately 700 enrolled students of color each year|
|Time Line||Academic Year and Summer|
|Duration of Program||Continuing|
|Program Cost and Funding Sources||UW-W Funding|
1. Continue to use the Minority/Disadvantaged Student Retention Model to track student retention and graduation.
|EXPECTED OUTCOMES OR NEED FOR INITIATIVE/PROGRAM||
· Retention rates, graduation rates
|ACTUAL OUTCOMES OR EFFECTIVES OF IMPLEMENTATION ACTIVITIES||Graduation rates for students of color are as follows:
First to second year retention rates for students of color are as follows:· Fall 1992 cohort 34.2%
The tracking of King/Chavez students has begun. To date, 78% of the King-Chavez scholars are still enrolled at UW-W. Beginning with the fall of 2000, records are being kept for a group of Summer Transition students. 17 of 19 are still enrolled at the university.· Fall 1997 cohort 67.7%
UW-W has received a federal grant, Project SWEETT, to support an ESL teacher preparation program.
Overall, study abroad opportunities have increased 20% during the last year. Multicultural participants in targeted short-term travel study have increased from 19 in 1997-98, to 48 in 1998-99, 37 in 1999-2000, and 49 in 2000-2001.
|FACTORS INFLUENCING PROGRAM OUTCOMES
||Internal factors influencing program outcomes include a decline in both graduation and retention for all students. A campus-wide task force has identified a number of factors influencing this decline and has proposed several strategies for changing this decline.
External factors may include the range of other opportunities available to students (e.g., job opportunities). In addition, student preparedness may be a factor.
|FUTURE PLANS; WILL YOU DO THINGS DIFFERENTLY, IF SO, WHY||The entire campus is engaged in an effort to increase both retention and graduation rates. We expect to continue this effort along with the efforts noted above.|