Low graduation rates addressed in study

Only 30 percent of incoming freshmen earn a baccalaureate degree at Cal State Long Beach, and the rate for African-Americans fell from 12 percent to 7 percent since 1997, according to a recent study.

Representatives from CSULB's Student Transition and Retention Services and the office of Testing and Evaluation presented the study Wednesday at an Associated Students Inc. meeting in the University Student Union.

The study focused on student retention and graduation and reported a number of possible reasons students fail to meet the requirements for graduation based on information generated through focus groups and student surveys.  Among the reasons for failure was the time it takes to graduate, now exceeding seven years for incoming freshmen.

"It doesn't matter what we do at a university," said Michael Hostetler, associate vice president for student services and dean of students. "If students don't stay and achieve their goal and graduate, then it really wasn't very worthwhile."

Retention refers to the percentage of students who attend a fall semester and return the following year, Hostetler said. While he described CSULB's retention as very good, he pointed out that the graduation rate of students after a certain number of years was not "where any of us would like it to be."

The study found CSULB's retention rate of 32 percent similar to those at other Southland Cal State universities. San Diego State had a retention rate of 36 percent and Cal State Los Angeles 29 percent.

These rates pale in comparison, however, to those at private universities, according to the study. The retention rate at Stanford was 90 percent, at UCLA 80 percent and at USC 70 percent.

STARS Director John Karras said student composition was a possible explanation for the higher numbers seen in private institutions.

"These schools are much more selective," Karras said.  "They take the best of the best and they get graduation rates between 70 and 90 percent."

With an increased focus on high schools by the CSU system, Karras pointed to elementary and secondary education as a key factor in success, emphasizing the importance of preparatory courses.

"National studies have shown that math preparation is one of the key factors in whether you will succeed in college or not," Karras said.

The study on retention comes in part from a database of 13,000 students who filled out questionnaires upon entering CSULB. Of those surveyed, class availability had the greatest impact on whether or not they would return.

Further, the study mentioned African-American focus groups, which reported a "lack of community or sense of belonging" as a reason for dropping out of school. Also attributed were financial reasons, a lack of academic preparation and the prioritization of work over school.

"I think students fail to make a connection with the university," said Danny Vivian, a junior in international business and A.S. Senator.  "I think when you get a lot of incoming freshmen, or even transfer students, they get accustomed to the institute they came from and [the university] is a lot larger, sometimes a lot more lonely, and their lack of being able to connect to something identifiable makes them feel kind of ostracized."

STARS is also employing a number of different tactics to increase the retention rate between 50 and 60 percent.