This post, by editor John Willingham, is about 4,000 words in length, so not a quick read. As the title indicates, the issue of honors completion is complicated. The post makes frequent references to statistical data. Our thanks to the 31 honors deans and directors who contributed data for this report and for the Fall 2018 edition of INSIDE HONORS, due out in early October.
This post was edited on August 6, 2018. All changes were minor.
First of all, what is an honors completion rate?
It is the percentage of honors program entrants who complete the required honors curriculum by the time of graduation. Many programs have more than one honors curriculum completion option; for example, entering freshmen may be required to finish 30 honors credits and write a thesis for the main option, or they might need to complete only 18 credits without a thesis for a lower option. Honors completion rates are not the same as graduation rates. Entering honors students, because of their strong credentials, will have very high graduation rates regardless of honors completion.
Completing the requirements of an honors program is typically not directly related to graduating with Latin honors (cum laude, magna cum laude, summa cum laude) even though some universities do make the connection. Latin honors are most often tied to a student’s university grade point average or class standing. In many colleges and universities a student can graduate with Latin honors without taking any honors courses or writing a thesis. Many, if not most, honors program completers do also earn Latin honors.
At least two researchers have written that honors completion rates can be extremely low (in the 30 percent range) and that, because publicizing completion rates can be embarrassing to some programs and their parent institutions, the rates are a “Dirty little secret.” Academic studies leave the impression that having 50 percent or more of honors students complete one or more options could be, if not desirable, then acceptable. Using any set percentage as a standard is, however, questionable. (Please see below.)
The data we have received does provide evidence that some program completion rates are as low as 30 percent. On the other hand, the mean six-year completion rate in our own study of 31 honors programs, enrolling more than 64,000 honors students, was 58 percent. The years covered were 2010-2011—2015-2016.
Some honors educators believe that offering the lower, “mid-career” options increases the likelihood of at least some level of completion. The researchers cited above found evidence that mid-career completers are also inclined to add higher levels of honors completion before graduation.
Academic studies of honors retention, completion, and university graduation rates have focused on individual programs rather than on a significant range of programs. These studies have evaluated the impact that program curriculum requirements, entrance test scores, high school GPAs, housing, co-curricular activities, first-year seminars, and other factors have had on honors retention, completion, and graduation.
Our own work began with an analysis of 14 factors: program size; mean test scores of admitted students; number of honors credits required for completion; six-year graduation rate of honors entrants; six-year university graduation rates; university freshman retention rates; number of honors sections offered; average size of honors classes; number of honors sections in key academic disciplines; percentage of honors program members occupying classroom seats; comparison of main option and multiple option program completion rates; impact of a thesis requirement; the percentage of honors residence hall places available for the first two years; and the impact of requiring a separate honors application or credentials. After considering the potential value of each factor as an independent variable in our final models, we excluded some of factors based on tested co-linearity.
Again, we will publish a full statistical report in a separate post. We have also developed a formula for estimating target completion rates, taking into account variations in rates for honors completion, freshman retention, and university-wide graduation.
Below is a detailed discussion of the honors completion issue.
Honors educators and university administrators have a keen interest in achieving high honors completion rates. Honors students bring higher test score profiles to the university as a whole, and one would anticipate that being in an honors program would make it even more likely that these students would go on to graduate and, in the process, improve the university’s retention and graduation rates.
While the academic studies make it clear that honors student entrants, whether completers or not, have high retention and graduation rates, it is not altogether clear that they have higher rates than those of non-honors students who entered the university with equivalent credentials.
Evidence does indicate, however, that after one or two years in an honors program, students do have better critical thinking skills than similarly qualified non-honors students, probably due to smaller, interdisciplinary classes in the first year and greater interaction with faculty, mentors, and fellow students. And of course these skills and a greater likelihood of obtaining strong faculty recommendations should help students to gain entrance to prestigious graduate and professional schools or find highly desirable and remunerative employment.
Students who do not actually complete all honors requirements do not perform as well academically as honors completers and also take somewhat longer to complete their undergraduate work. One reason: almost all honors students enjoy some form of priority registration.
The principal goals of honors educators and administrators are to improve the metrics of the host university by enrolling high quality students and to provide those students with an enhanced education that can compare favorably with the education one might receive in an elite private college or university.
Our data and other studies show that honors programs do meet the goal of improving university metrics. Honors entrants (not necessarily program completers) on average graduate at a rate 19.7 percentage points higher than the rate for their parent universities as a whole, according to our data. For programs housed in universities with relatively low university graduation rates, the difference can be more than 35 percentage points. (Of course, honors entrants who graduate make up a part of the graduation rate of the university as a whole.)
The main goal of honors educators, however, is to provide an enhanced education.
Honors completion rates should surely be one measure of meeting this goal. Low completion rates are an especially discouraging result given the cost and effort allocated to honors. “Non-participation or minimal participation of honors students is the honors equivalent of poor overall university retention and graduation rates,” according to one paper on the subject.
The quote is probably accurate when it comes to describing the mindset of honors educators. But comparing honors completion rates to, for example, the graduation rates of elite colleges and universities is problematic. Honors programs are a hybrid; this all but universal, structural reality clearly differentiates honors programs from most elite colleges, which generally do not have honors programs. (More on the hybrid issue below.)
Comparing honors completion rates with the graduation rates of the parent university as a whole is more reasonable, provided that there is some baseline ratio of honors completion rates to university graduation and freshman retention rates. Programs in our study with completion rates above the mean of 58 percent do, on the whole, match the graduation rates for the parent universities. Programs with completion rates below the mean, on average, fail to match the university graduation rate by about 20 percentage points. (These rates and ratios will be discussed in the next post, and, again, we have developed a baseline formula for estimating target completion rates.)
Honors programs seek to combine the best qualities of an elite private college with those of a large research university. In general, this means that the “elite private college” components of this hybrid model are smaller classes, more interdisciplinary sections and class discussion, more faculty mentoring, completion of a substantial honors curriculum and sometimes an undergraduate thesis, and a high level of collegiality in the form of co-curricular activities and access to honors housing.
The advantages of the “large research university” include academic majors in abundance, more undergraduate research opportunities, study under nationally recognized scholars, the enjoyment of big college football and other athletics, larger alumni networks, and life in a “college town” that is centered on the large university. Some of these advantages are, however, double-edged (see below).
The hybrid model, if realized, would be for many students an ideal college experience. But one can imagine how daunting it is to meet such expectations–to match private elites at their own game and to optimize the research university experience–all simultaneously. Honors and university administrators would like to see honors completion rates that equal or exceed parent university graduation rates, or even the graduation rates of elite colleges. But in the context of honors completion rates, some of the hybrid components are positive while others can work to lower completion rates.
THE HYBRID MODEL: WHAT MAKES IT WORK?
Six of the 31 programs in our study had six-year honors completion rates of 80 percent or higher. (But recall that honors entrants, regardless of honors completion, do graduate from the host university at a much higher rate than the rate for all students, on average about 87 percent.)
These programs are, in alphabetical order, by university: Arizona State Barrett Honors College; CUNY Macaulay Honors College; University of Illinois Campus Honors Program; Penn State Schreyer Honors College; University of South Carolina Honors College; and the UT Austin Plan II Honors Program. Programs with rates of 70 percent or higher, in alphabetical order, are Clemson Calhoun Honors College and the Colorado State Honors Program.
The six programs with completion rates of 80 percent or higher have striking differences. Barrett Honors College at ASU and the Schreyer Honors College at Penn State make very extensive use of honors contracts and mixed sections. Compared with the funding required for separate honors sections, the cost of contract and mixed sections is much less. Honors contracts allow a student to take a non-honors course for honors credit if the student “contracts” with the instructor to do some form of additional work. Mixed sections are those that include honors and non-honors students; they should be more rigorous or have an honors-only discussion or lab section. Schreyer Honors College at Penn State has an extremely large percentage of mixed sections—but honors students make up a high percentage of total students in those sections.
The UIUC Campus Honors Program and the UT Plan II program, both small in size, have a far more structured curriculum that does not include contract or mixed section credit. Plan II students receive most of their honors credit through Plan II-specific courses, even in subjects such as physics. CUNY’s Macaulay Honors College students take honors-only classes offered by the honors college or by academic departments. The South Carolina Honors College offers an impressive range of honors-only classes of the same type, and only about 11 percent of sections are mixed. The program does not offer contract options.
Contract and mixed sections give students a lot of flexibility. Many of these courses are upper-division, so students can continue to receive honors credit throughout their time in the program, without having to wait for a specific honors-only course to open. It is difficult for many large honors programs to achieve four-year involvement without utilizing contract and mixed sections. Yet the South Carolina Honors College and the Macaulay Honors College at CUNY both have more than 2,000 honors students and also have strong four-year participation.
One thing is clear: the hybrid structure itself has many variations. Here we should note that one honors college, the Wilkes Honors College of Florida Atlantic University, is not a hybrid at all because the whole campus is dedicated to honors education.
But based on statistical analyses of the data from all 31 programs, common predictive factors emerge: high university freshman retention rates; a substantial honors curriculum (30 credits or more); an emphasis on one completion option; and enhanced access to honors housing. Other positive factors include higher test scores, important to freshman retention rates; and smaller class sizes. Both of these factors have their greatest impact in programs with multiple, lower completion requirements.
As a variable in multiple regression, the impact of curriculum “flattens” because much of its effect appears in the variables for main option emphasis, honors grad rates, housing, separate honors application, and especially by participation if the latter is also a variable. The same flattening occurs with the impact of test scores, much of it expressed by the freshman retention variable.
Programs looking for a “shorthand” method of assessing completion issues might find it in one overriding measure, which we call “participation”: the percentage of honors program members who occupy classroom seats in a given term. This participation rate correlates very significantly with honors completion, as one would expect. If an honors program has 1,000 members, and 1,000 honors credit classroom spaces are filled in a given term, then the participation percentage is 100. But because some honors students almost always take more than one honors class per term, it is common for participation percentages to be higher than 100. (If 1,000 members occupied 1,100 classroom spaces, then the participation rate would be 110 percent.)
The mean participation rate for all 31 programs was 129 percent. For the 16 programs with completion rates above 58 percent, the mean participation rate was 150 percent. For the 15 programs with lower completion rates, the mean participation rate was 108 percent.
For main option programs, the participate rate was 1.49; for multiple option programs, it was 1.11.
(So, a path to improvement might be >More Honors Housing >Emphasis on 30+ Credit Curriculum >Increased Freshman Retention >More Honors Class Sections and Disciplines>More Classroom Spaces Occupied>Higher Participation>Higher Completion Rate. This path, like most things in higher education, is impossible without funding. All honors deans and directors want to achieve high completion rates. The fact is that almost all honors programs do their best with the resources they have been dealt—and it is the rare honors student who does not benefit from a program even if he leaves after a year or two.)
Out of 11 programs in our study with an honors curriculum requirement of 30 credits or higher, only one had a completion rate below 50 percent. The mean curriculum requirement for the six programs with a completion rate of 80 percent or higher was 37 credits. The overall mean for the 31 programs, when we averaged the multiple completion options for programs that offered them, was 27 credits.
One notable finding was that main option programs* with significantly stronger curriculum requirements (mean of 31.8 credits) had an average completion rate of 67.8 percent compared with an average rate of 48.5 percent for programs with multiple (lower) completion requirements (mean of 22.1 credits). This finding seems to contradict previous evidence and assumptions. We note that 24 of the 31 contributors to our study are either flagship or designated land-grant universities, but we have no data related to the differences between their programs and those at other types of institutions. The average U.S. News ranking of the 31 programs was 126, so the study was not limited to “public elites.” The highest ranking of any programs was 52. (In case anyone is curious: There is no significant correlation between the U.S. News rankings and honors completion rates.)
*(Included in main option programs are two programs that, while technically offering two options, have essentially the same total completion credit requirement for each option and have no mid-career option. In addition, option categories were also defined according to the curriculum requirements that honors programs offered for first-year entrants only, except we classified one program with a significant number of sophomore and junior transfers as a multiple option program.)
A precise calculation of curriculum requirements for multiple option programs would have included the proportion of honors students completing each option. In some multiple option programs more than 75 percent of students complete the highest option; in other programs fewer than 10 percent of students do so.
Although program size did not emerge as a clear predictor, the main option programs include four that have fewer than 1,000 honors students. Meanwhile, the smallest multiple option program has an enrollment of more than 1,300 students.
All 16 multiple option programs had an honors thesis option or requirement. The University of Arizona Honors College, the University of Arkansas Honors College, the Oregon State Honors College, and the Commonwealth Honors College at the University of Massachusetts, all with multiple options, do require an honors thesis for all options. Eleven of 15 main option programs had a thesis option, with nine listing a thesis as required. Regression models did not, however, establish that a thesis requirement or option had a significant impact on completion rates for the whole data set. But it appears that the combination of a significant thesis requirement along with relatively low university freshman retention rates (79-83 percent range) might contribute to low completion rates.
As for housing, the six programs with the highest completion rates offered .84 honors residence hall spaces per every first- and second-year honors student. The mean for all 31 programs was .53 residence hall spaces, or slightly more than one dorm space for first-year entrants only.
With respect to university freshman retention rates, the mean rate for the top six programs was 93.3 percent, while the overall mean freshman retention rate for 31 programs was 86.6 percent. Programs with completion rates at or above 58 percent had a mean university freshman retention rate of 88.9 percent; programs with lower completion rates had a mean university freshman retention rate of 84.2 percent. These bare statistics along with statistical models point clearly to freshman retention rates as being the most important institutional factor related to honors completion. They are co-linear with university graduation rates and almost as closely tied to the graduation rates for honors entrants, but are more significant than university graduation rates in relation to honors completion rates.
The top six programs had a mean SAT (ACT adjusted to SAT when necessary) of 1433, versus a mean score of 1406 for all 31 programs. The impact of test scores was, however, stronger for multiple option programs, though their mean test score was lower, at 1396. The mean test score for all main option programs was 1417, a difference of only 21 points. It appears, then, that the much stronger completion rates among main option programs as whole (67.1 percent versus 48.6 percent for multiple option programs) were not the result of proportionately higher test scores.
While all six of the programs with the highest completion rates were main option programs, the six programs with the lowest completion rates were all multiple option programs, with an average completion rate of 34.7 percent. For this group, the mean test score was 1358. Unlike the relationship of test scores to completion rates for the entire data set, it seems likely that, for this lowest subset, test scores would play a significant role; however, we could not confirm such a role statistically. Neither could we do so for the relationship of test scores and completion rates for the top subset.
We also calculate the ratio of enrolled individual honors students to all honors sections, and to total sections in 15 key academic disciplines. Both main and multiple option programs had about the same ratios. These ratios explain why the class size averages for main and multiple option programs are almost exactly the same (24 and 24.4, respectively). However, the absolute numbers of sections offered are much higher for main option programs because, with higher curriculum requirements, they have more students taking classes across all four years.
The six-year graduation rate for honors entrants in main option programs was 88.7 percent; for honors entrants in multiple option programs it was 85.2 percent. This difference would have an impact on university-wide graduation rates. For the six programs with the highest completion rates, the honors graduation rate averaged an impressive 91.3 percent; the honors graduation rate for the six programs with the lowest completion rates was almost eight points lower, at 83.5 percent. Freshman retention rates, test scores, and curriculum have the most impact on honors graduation rates, especially the first two factors, as one would expect. Freshman retention rates and honors graduation rates are remarkably similar.
It is somewhat unusual for honors completion rates to equal or exceed university graduation rates. Eleven of the 31 programs achieved such rates, according to our data. In alphabetical order, they are Arizona State’s Barrett Honors College; Colorado State Honors Program; CUNY Macaulay Honors College; University of Houston Honors College; University of Illinois Campus Honors Program; University of Kansas Honors Program; University of Nevada Reno Honors Program; University of South Carolina Honors College; Texas Tech Honors College; UT Austin Plan II Honors Program; and the Virginia Commonwealth University Honors College.
CHOICES, AND MORE CHOICES
The part of the hybrid structure that is related to the “large public research university” component is difficult to measure. Of course the resources allocated by the university make possible the scores of academic departments and sub-disciplines available for majors and fund the honors program, or programs, as well. Relatively generous funding allows for more honors sections, smaller classes, undergraduate research, and more housing, all of which are important to participation.
But the one characteristic of honors programs and the public universities in which they reside that receives little attention, in relation to completion rates, is the enormous range of choices that are available. An honors student at a major public university can choose to persevere through a demanding honors curriculum, or not; can choose to attend every home football game and party, or not; can choose among hundreds of degree plans and change to one that is too time-consuming to allow for honors work, or not; join eight or ten of the two hundred groups on campus, or not; and choose to live off-campus or with a non-honors friend, or not.
Their counterparts at elite private colleges do not have a hybrid structure that allows such a range of choices. Of course they can change majors, or, perhaps, change residence halls. They can also choose to spend too much time partying. But they have a smaller range of majors and college organizations from which to choose; and college sports often have limited appeal. And most do not experience large, sprawling campuses where one can feel overwhelmed, although honors programs certainly make big-campus life more collegial.
A larger range of choices, then, is an inherent piece of the “research university” component of the hybrid model, and in our opinion, it can contribute to lower honors completion rates. Some characteristics of a large public university campus (large class sizes, registration issues, social distractions) often cause parents and students to choose smaller, private colleges even at greater cost. Honors programs mitigate but do not eliminate the potential impact of these factors.
The real question is whether greater choice is ultimately negative or positive. All students make good choices and bad choices; college is often the place where they learn the first big lessons about choice. Clearly, however, students who are mature and focused enough to enjoy the large university experience without overindulgence are most likely to take full advantage of their honors opportunities.
Students should also be strongly motivated on their own if they are to undertake honors study and succeed. Their counterparts at elite private colleges must demonstrate their motivation repeatedly, not least during the application process. Our study shows that, for main option programs only, honors admission requirements that require an honors-specific application or credentials beyond those required for regular university admission do have an impact on completion rates.
Twelve of 15 main option programs require honors-specific application materials. Eleven of 16 multiple option programs do. (Some programs simply gather data from the admissions office and then issue invitations to top students already admitted to the university.)
PUBLIC HONORS VS. PRIVATE ELITES
The issue of honors completion is not only linked to the question: Do honors programs actually deliver? Another question often follows: How do honors programs really compare with private elite colleges?
Above we noted that honors participation, a major statistical (and common-sense) factor in predicting honors completion rates, is enhanced to a large extent by substantial curriculum requirements, frequently including a thesis. Assuming that a student is in a public honors program with both a strong curriculum requirement and a high completion rate, does that student graduate with an education comparable with that attained by a student at an elite private college?
The hybrid model carries with it the assumption that students at elite private colleges complete a rigorous curriculum that usually includes extensive undergraduate research and an honors thesis, and that the honors model should strive to do the same.
Like the perception that honors completion rates should approximate graduation rates at elite colleges, the perception that most or all students at elite colleges necessarily pursue an especially rigorous path is inaccurate.
Princeton is the only university in the Ivy League that requires an undergraduate thesis for graduation. Likewise, Stanford, MIT, Duke, Swarthmore, Amherst, Williams, and other elite schools do not require a thesis. Reed, Chicago, and Bates do have a high number of students who complete an undergraduate thesis. If a student wants to graduate with Latin honors at many elite colleges, or especially to graduate magna cum laude or summa cum laude, or departmental honors, only then would the student have to write a thesis.
Anecdotal information suggests that only 20-25 percent of students at elite colleges complete a thesis or equivalent project. In addition, grades at elite institutions hover around an A-minus average, bringing into question just how much many of them are actually challenged by the courses they take.
So, yes, given appropriate effort, a student in a public honors program with a strong curriculum requirement and a thesis should receive an equivalent education or, perhaps, even a better education than most students at a private elite college. One can argue, however, that the relatively few students pursuing Latin or departmental honors at private elite schools can receive an even better education.
Finally, another comparison: Does the education of an honors student who is in a program with, say, a 55 percent completion rate, a 24-credit completion requirement, and no requirement for a thesis compare with that of his or her counterpart at a private elite college?
The private elite college will have a graduation rate about 5-10 points higher than the graduation rate of public university’s honors students. The student body at the private elite will, on the whole, be “smarter” but less diverse, less “real-life,” economically and otherwise. The honors student may well be challenged more by honors work than most students at the private elite are in regular classes. Both students may receive some financial aid, but at the private elite most of the aid is need-based or leaves funding gaps that could leave the student with large student loans. Meanwhile, the honors student and many of his classmates enjoy a large, renewable merit scholarship.
Not a simple choice.