>> Look, people, I know that we've been
trying to increase student retention here.
I understand that.
But did you ever consider
for just one moment
that those students
that leave the university
shouldn't be here
in the first place?
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.
I mean, why in the world should we
waste limited resources on students
that aren't gonna
benefit, anyway?
>> I can't believe
I'm hearing this.
Now, we've been working
for three months here
on what I thought was a common
goal here -- student retention.
I thought we were all coming
from the same place.
Improving programs so the
students can stay in school.
Where are you coming from, Dale?
>> Hey, look, I saw
the budget this morning,
and I've got to tell you,
Sean, it's pretty darn grim.
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.
I put a pencil to it.
You know why?
We're $200,000 over last year's budget.
>> Wow.
That's a chunk.
>> I'll tell you it is.
And I'll tell you something else --
we're gonna get 5% less from the legislature, too.
Now, here's what I'm thinking.
Maybe we ought to re-think the whole thing
and downsize the entire operation.
I mean, if students
aren't prepared to come,
maybe they shouldn't have
enrolled in our university
in the first place.
>> Actually, I think putting
some money into daycare
might help our financial situation.
>> Charlotte, there you go.
All you can do is spend money,
for crying out loud.
>> Dale, I realize that money
is the important issue for you.
And it's important to me, too.
We have to manage
our resources wisely.
>> Ha!
Well, I'm glad to hear that much.
>> 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?
>> Well, I suppose so.
>> Okay.
Here's some information
our office just compiled.
40% of our students
are non-traditional students.
They have families, and they work
in addition to attending school.
The retention rate
among this group of students
is 20% less than for a traditional
college-aged student.
>> and why is that?
Why do they leave?
>> Well, last year, we tried to find that out.
We interviewed students as they left,
both traditional and non-traditional students.
We followed up with phone
conversations and surveys.
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.
These were the reasons for the
traditional college-age students.
Also, their grades were about 2.
0.
>> Well, it looks to me like that supports
what I've been saying all along.
>> Well, it does for
traditional-age students.
But it's exactly the opposite
for non-traditional students.
Most of those students who didn't return
had grade point averages near 3.
0.
The lack of child care was their
main reason for not staying in school --
that, and juggling other problems
and responsibilities.
>> So it's not lack of academic ability.
>> That's right.
Most non-traditional students would stay in school
if we could provide child care on campus.
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.
>> [Scoffs] Let me see those figures.
That can't possibly be accurate.
>> Well, it is accurate, Dale.
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.
I promise you, I'm just as concerned as you
are about spending money wisely.
I'd welcome a skeptical view at our data.
>> I also have some statistics
that support what Charlotte is saying.
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.
>> Well, maybe I'm
overreacting here a little bit.
Tell you what I'm gonna do, Charlotte.
I'll come by your office next week,
I'll look at your data,
and if it's accurate,
I'll rethink my position.
>> I'd like to take a look, too,
at your material, if that's all right, Charlotte.
>> Sure.