Higher Education

Documenting Their Decisions: How Undocumented �鶹��Ժ Enroll and Persist in College

Anonymous — Tue, 24 Jan 2023 21:39:10 +0000

Documenting Their Decisions: How Undocumented �鶹��Ժ Enroll and Persist in College Anonymous (not verified) Tue, 01/24/2023 - 14:39

Oded Gurantz

Link to Resource: Documenting Their Decisions: How Undocumented �鶹��Ժ Enroll and Persist in College

Authors: Oded Gurantz, University of Colorado; Ann Obadan, University of Missouri. Published in Educational Researcher.

Undocumented students who became eligible for California’s state aid program enroll in college at similar rates to their peers, though are more likely to attend community college due to differences in where they apply. Yet undocumented students who attend four-year colleges are equally likely to persist and earn a degree, pushing against any evidence of “mismatch” that suggests these students are not prepared for those environments.

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The Impact of Merit Aid on College Choice and Degree Attainment: Reexamining Florida’s Bright Futures Program

Anonymous — Tue, 24 Jan 2023 21:37:26 +0000

The Impact of Merit Aid on College Choice and Degree Attainment: Reexamining Florida’s Bright Futures Program Anonymous (not verified) Tue, 01/24/2023 - 14:37

Oded Gurantz

Link to Resource: The Impact of Merit Aid on College Choice and Degree Attainment: Reexamining Florida’s Bright Futures Program

Authors: Oded Gurantz, University of Colorado; Taylor Odle, University of Wisconsin. Published in Educational Evaluation and Policy Analysis.

We find that Florida’s Bright Futures financial aid program had essentially no impact on postsecondary enrollment and degree completion. These findings align with emerging notions that state merit aid programs produce smaller effects when compared to more effective need-based aid.

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“Prior-prior year” FAFSA increased aid submissions but likely not enrollment

Anonymous — Tue, 24 Jan 2023 21:32:34 +0000

“Prior-prior year” FAFSA increased aid submissions but likely not enrollment Anonymous (not verified) Tue, 01/24/2023 - 14:32

Oded Gurantz

Link to Resource: “Prior-prior year” FAFSA increased aid submissions but likely not enrollment

Authors: Eric Bettinger, Stanford University; Oded Gurantz, University of Colorado; Monica Lee, Brown University; Bridget Terry Long, Harvard University. Published in Research in Higher Education.

The federal government instituted changes to simplify the FAFSA filing process – known as “prior-prior year” – which led students to submit their FAFSA substantially earlier and increased refiling rates for independent students. Nonetheless, the policy did not appear to substantially alter state aid receipt or postsecondary attendance for any groups.

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Academic Coaching and its Relationship to Student Performance, Retention, and Credit Completion

Anonymous — Wed, 28 Apr 2021 17:35:01 +0000

Academic Coaching and its Relationship to Student Performance, Retention, and Credit Completion Anonymous (not verified) Wed, 04/28/2021 - 11:35

Jessica Alzen , Amy Burkhardt , Elena Diaz-Bilello

Link to Resource: Academic Coaching and its Relationship to Student Performance, Retention, and Credit Completion

Authors: Jessica L. Alzen, Amy Burkhardt, Elena Diaz‑Bilello, Eryn Elder, Alicia Sepulveda, Audrey Blankenheim, Lily Board

Student retention is a key outcome measure for post-secondary education, but data show relatively stagnant retention rates over the past decade. Longstanding interventions such as counseling, academic advising, and mentoring provide crucial student services, but little change in retention rates suggest there is still need for additional student supports. Within the landscape of higher education, academic coaching is a relatively new, yet burgeoning intervention designed to increase student retention and success. Despite rapid growth of the intervention, little empirical work has been done to systematically describe and evaluate such programs. In this study, we provide a rich description of one academic coaching program and use a quasi-experimental design to evaluate the program’s effects on student outcomes. We investigate two research questions: 1) how does academic coaching influence key student outcomes? and 2) to what extent do these effects vary by amount of coaching received? On average, we found that students with prior semester grade point averages from 1.0—2.0 who participate in the academic coaching program earn grade point averages about 0.4 points higher during the coaching semester, are about 10% more likely to enroll in the semester following coaching, and earn about two more credits in the semester following coaching than students who choose not participate in the program. Outcomes varied minimally based on the number of coaching appointments students attended.

In this study, we provide a rich description of one academic coaching program and use a quasi-experimental design to evaluate the program’s effects on student outcomes. We investigate two research questions: 1) how does academic coaching influence key student outcomes? and 2) to what extent do these effects vary by amount of coaching received?

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The Relationship between the Learning Assistant Model and Failure in STEM Gateway Courses

Anonymous — Wed, 28 Mar 2018 21:01:44 +0000

The Relationship between the Learning Assistant Model and Failure in STEM Gateway Courses Anonymous (not verified) Wed, 03/28/2018 - 15:01 Jessica Alzen , Laurie Langdon , Valerie Otero

Link to Resource: The Relationship between the Learning Assistant Model and Failure in STEM Gateway Courses

Authors: Jessica L. Alzen, Laurie Langdon, and Valerie K. Otero

Citation: Alzen, J.L., Langdon, L., and Otero, V.K. (2018). The relationship between the Learning Assistant Model and failure in STEM gateway courses. Boulder, CO: The Center for Assessment, Design, Research and Evaluation (CADRE).

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The Relationship between the Learning Assistant Model and Persistence to Graduation

Anonymous — Wed, 28 Mar 2018 20:59:18 +0000

The Relationship between the Learning Assistant Model and Persistence to Graduation Anonymous (not verified) Wed, 03/28/2018 - 14:59 Jessica Alzen , Laurie Langdon , Valerie Otero , Derek Briggs

Link to Resource: The Relationship between the Learning Assistant Model and Persistence to Graduation

Authors: Jessica L. Alzen, Laurie Langdon, Valerie K. Otero, and Derek C. Briggs

Citation: Alzen, J.L., Langdon, L., Otero, V.K., and Briggs, D.C. (2018). The relationship between the Learning Assistant Model and persistence to graduation. Boulder, CO: The Center for Assessment, Design, Research and Evaluation (CADRE).

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