Graduation Rate. 1.6—Graduation Rate o Meets Standard ✓ The high school graduation rate of the school, as it is measured by the State Department of Education, is equal to or greater than the state’s average high school graduation rate. o Does Not Meet Standard ✓ The high school graduation rate of the school, as it is measured by the State Department of Education, is less than the state’s average high school graduation rate. Academic Performance Framework Academic Performance Framework Scoring Criteria Points Available Points Earned
Graduation Rate. Per the KPI results reported in 2009-10 the graduation rate at Confederation = 59.9% • Please provide one or more example in the space provided below of a promising practice that Confederation used during 2009-10 related to the achievement of the graduation rate. A promising practice could be a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution would like to highlight. Campus Employment Services provided part time on campus employment opportunities to full time students who contributed to the successful operations of the college. While the learners benefited from this valuable work experience they were also better informed, more engaged and more likely to utilize support services. This level of engagement resulted in an increased retention rate among those participating in campus employment opportunities. The Access Advisor and counsellors addressed the unique needs of mature learners who did not meet traditional admissions requirements and provided support during the critical enrolment stages from engagement to registration and throughout the year. With the opportunity to provide one-on-one support and guidance during the critical recruitment, application and admissions stages we found that this position had a profound impact on many learners. This support and ongoing counselling helps support and graduate more non-traditional learners. Targeted support services based on the unique needs of Second Career learners enabled a record number of these students in preparatory one year pre-health and pre-technology programs the opportunity to be successful. Their graduation from these programs (38 students) provided them with the foundation necessary to further their studies and careers.
Graduation Rate. Per the KPI results reported in 2009-10 the graduation rate at Algoma = 58.4% Please provide one or more example in the space provided below of a promising practice that Algoma used during 2009-10 related to the achievement of the graduation rate. A promising practice could be a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution would like to highlight. Xxxxxxxxx and engaging students at the first year level assists in the achievement of increased graduation rates. Also, all academic and non/academic support provided to all students will help in ensuring that students realize their goal of completing a university degree. All resources available that enhance student engagement and student satisfaction are essential. New academic programming at Algoma University including the four-year Biology program – new initiatives that are currently underway and waiting PEQAB approval include the four year HBSW and honours Geography program with a Geomatics specialization option. Programming that is consistent with the needs of the region and more programming that meets societal demand will ensure increased graduation rates.
Graduation Rate. BC Ministry of Education 6-year dogwood results (adjusted to account for in- and out-migration of international students) • “Adminfo” information on grade-to-grade and graduation transition
Graduation Rate. Per the KPI results reported in 2009-10 the graduation rate at Toronto = 80.8% • Please provide one or more example in the space provided below of a promising practice that Toronto used during 2009-10 related to the achievement of the graduation rate. A promising practice could be a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution would like to highlight. One prominent factor noted in literature on student success is the relationship between retention, graduation and the presence of defined career goals. Students’ goals, both initially and throughout time, strongly influence the decisions to remain in school. Additionally, research shows a correlation between experiences outside the classroom, academic direction and career clarity. The Extern Job Shadowing Program, now in the 26th year, has placed over 10,000 students in job shadowing opportunities with sponsors during two weeks each year. This is a tri-campus program developed to assist students clarify their career goals through job shadowing. The program consists of a formal application process, a pre-workshop, followed by a 1-5 day placement with a sponsor. Student learning outcomes are measured as part of workshop participation, and through a post-survey after the placement. Approximately 400 students are matched annually with sponsors. In 2010-11 the program will explore mechanisms to offer career exploration activities all year long, in the form of shorter placements and informational interviews, and provide opportunities for student post-reflection.
Graduation Rate. Per the KPI results reported in 2009-10 the graduation rate at your institution = 60.8% • Please provide one or more examples in the space provided below of a promising practice that Northern College used during 2009-10 related to the achievement of the graduation rate. A promising practice could be a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution would like to highlight. Northern has developed and incorporated a new course, "College Success" into many of our programs. The course provides students with the opportunity to explore and understand the importance of a post secondary education while developing required learning skills and personal management techniques to be successful in an educational environment and the workplace. A strong emphasis is placed on understanding individual learning styles and resolving conflict. The course provides students with aids for studying, notetaking, coping mechanisms, and advice on how to write essays and exams. The Right Start Program is offered to all first year students. The event provides students with the motivation to persist and gives them a strong foundation for success based on high performance skills, educational vision and building key support systems and relationships. Mandatory post admissions assessment is conducted within the first and second weeks of start up. The purpose of the assessment is solely to determine the support services students would require related to reading, grammar, arithmetic and/or technical math in order for them to be successful and graduate.
Graduation Rate. Proportion of all new, full-time, year one undergraduate university students (domestic and international) of bachelors (first-entry), or first professional (second entry) degree programs who commenced their study in a given fall term and graduated from the same institution within 7 years Year Year Year E.g. 75.4% (10.2%) E.g. 76.5% E.g. 78.2% E.g. 75.4%
Graduation Rate. Per the KPI results reported in 2009-10 the graduation rate at Seneca = 56.6% • Please provide one or more example in the space provided below of a promising practice that Xxxxxx used during 2009-10 related to the achievement of the graduation rate. A promising practice could be a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution would like to highlight. Xxxxxx acted as the lead College in the Higher Education Quality Council of Ontario survey Understanding the factors behind student attrition in the Greater Toronto Area. The study is based on research that was conducted by Seneca College and the GTA Institutional Research Network. The preliminary report is designed to provide insight into the following questions: • What are the top three influencers on students’ decision to discontinue their college program? • Are students satisfied with their decision to leave? • What proportion of students who leave, return to PSE? Xxxxxx is also recognized as a leader in the College Math Project, an extensive research project involving all colleges and school boards in the province to understand the continued challenges faced by many of our students in college-level mathematics subjects.
Graduation Rate. High School TARGETS % Graduating in 4 years % Graduating in 4 years % Graduating in 4 years % Graduating in 4 years % Graduating in 4 years No target, no student results No target, no student results No target, no student results
Graduation Rate. Per the KPI results reported in 2009-10 the graduation rate at Western = 81.3% Please provide one or more example in the space provided below of a promising practice that Western used during 2009-10 related to the achievement of the graduation rate. A promising practice could be a strategy, initiative or program viewed by the institution to be an innovative practice, success story and/or key accomplishment that the institution would like to highlight. Western’s Summer Academic Orientation program is one of the oldest and most comprehensive programs of its type offered by an Ontario university. We are successful in consistently reaching 90% of our first-year class with critical information that helps students be successful. We know that when students are successful, they are more likely to be retained and therefore complete their programs. Our Summer Academic Orientation leaders, themselves highly engaged and successful Western students, encourage our new students to be engaged in their studies by taking advantage of the wide range of services and resources that support students in reaching their goals. They are influential in their messages since they are sharing their own experience with our new students. First-year students also meet with a faculty member to discuss their academic plans. Student involvement in the academic institution, with regular faculty-student interaction, increases student academic success, satisfaction, and retention (Astin, 1993; Xxxxxxxxx & Xxxxxxxxx, 1991). “Overall, I am thankful and appreciate the fact that the University of Western Ontario takes the time to hold such a wonderful event. Having an event such as the SAO takes the pressure off new students, such as myself, and provides a greater sense of comfort towards UWO. Once again, I would like to thank all the volunteers, students, and professors for their hard work and dedication in making SAO such an inviting and effective event.”