00:00:11.03  >> Look, people, I know that we've been trying to increase student retention here.
00:00:15.12  I understand that.
00:00:16.35  But did you ever consider for just one moment that those students that leave the university shouldn't be here in the first place?
00:00:22.20  I mean, if enrollment drops because we lose a few marginal students, hey, I'm gonna be honest with you -- I think that's a desirable outcome.
00:00:28.87  I mean, why in the world should we waste limited resources on students that aren't gonna benefit, anyway?
00:00:35.40  >> I can't believe I'm hearing this.
00:00:37.01  Now, we've been working for three months here on what I thought was a common goal here -- student retention.
00:00:42.61  I thought we were all coming from the same place.
00:00:44.68  Improving programs so the students can stay in school.
00:00:47.63  Where are you coming from, Dale?
00:00:48.83  >> Hey, look, I saw the budget this morning, and I've got to tell you, Sean, it's pretty darn grim.
00:00:53.35  We've come up with all these schemes on how to increase student retention -- ongoing orientation, increase the library hours, the cafeteria hours, and al these great programs.
00:01:02.29  I put a pencil to it.
00:01:03.33  You know why?
00:01:04.09  We're $200,000 over last year's budget.
00:01:07.24  >> Wow.
00:01:07.83  That's a chunk.
00:01:08.57  >> I'll tell you it is.
00:01:09.33  And I'll tell you something else -- we're gonna get 5% less from the legislature, too.
00:01:13.98  Now, here's what I'm thinking.
00:01:15.57  Maybe we ought to re-think the whole thing and downsize the entire operation.
00:01:20.05  I mean, if students aren't prepared to come, maybe they shouldn't have enrolled in our university in the first place.
00:01:24.79  >> Actually, I think putting some money into daycare might help our financial situation.
00:01:28.73  >> Charlotte, there you go.
00:01:29.63  All you can do is spend money, for crying out loud.
00:01:32.04  >> Dale, I realize that money is the important issue for you.
00:01:35.51  And it's important to me, too.
00:01:36.67  We have to manage our resources wisely.
00:01:38.55  >> Ha!
00:01:38.73  Well, I'm glad to hear that much.
00:01:40.51  >> But if I could show you how we could spend $100,000 on a daycare facility to bring in additional students who would pay tuition, who would complete your degrees, would you be willing to look at the information?
00:01:51.85  >> Well, I suppose so.
00:01:53.26  >> Okay.
00:01:54.12  Here's some information our office just compiled.
00:01:56.83  40% of our students are non-traditional students.
00:01:59.83  They have families, and they work in addition to attending school.
00:02:03.38  The retention rate among this group of students is 20% less than for a traditional college-aged student.
00:02:09.22  >> and why is that?
00:02:10.22  Why do they leave?
00:02:11.33  >> Well, last year, we tried to find that out.
00:02:13.58  We interviewed students as they left, both traditional and non-traditional students.
00:02:17.91  We followed up with phone conversations and surveys.
00:02:21.65  What we found out was that students' lack of academic preparation, along with the lack of focused career goals were the main reason that they dropped out of school.
00:02:30.61  These were the reasons for the traditional college-age students.
00:02:33.40  Also, their grades were about 2.
00:02:34.85  0.
00:02:36.12  >> Well, it looks to me like that supports what I've been saying all along.
00:02:39.17  >> Well, it does for traditional-age students.
00:02:41.87  But it's exactly the opposite for non-traditional students.
00:02:44.91  Most of those students who didn't return had grade point averages near 3.
00:02:48.63  0.
00:02:49.12  The lack of child care was their main reason for not staying in school -- that, and juggling other problems and responsibilities.
00:02:55.83  >> So it's not lack of academic ability.
00:02:57.94  >> That's right.
00:02:58.85  Most non-traditional students would stay in school if we could provide child care on campus.
00:03:04.34  My office estimates that by spending $100,000 a year, using student help in addition to paying a professional director to run the center, we'd return that amount of money, tuition money.
00:03:15.42  >> [Scoffs] Let me see those figures.
00:03:17.12  That can't possibly be accurate.
00:03:19.10  >> Well, it is accurate, Dale.
00:03:21.08  Why not come over to the office and look at the data that we've pulled together, and take a look at the exit summaries, as well.
00:03:26.53  I promise you, I'm just as concerned as you are about spending money wisely.
00:03:30.43  I'd welcome a skeptical view at our data.
00:03:32.75  >> I also have some statistics that support what Charlotte is saying.
00:03:35.74  My office has tracked alumni giving, and because they're usually more established, non-traditional students start contributing to the development and alumni funds sooner than do younger graduates.
00:03:44.88  >> Well, maybe I'm overreacting here a little bit.
00:03:47.40  Tell you what I'm gonna do, Charlotte.
00:03:48.44  I'll come by your office next week, I'll look at your data, and if it's accurate, I'll rethink my position.
00:03:53.30  >> I'd like to take a look, too, at your material, if that's all right, Charlotte.
00:03:56.54  >> Sure.