WWC review of this study

Moving forward: Early findings from the performance-based scholarship demonstration in Arizona.

Patel, R., & Valenzuela, I. (2013). New York, NY: MDRC. . Retrieved from: https://eric.ed.gov/?id=ED545467

  • Randomized Controlled Trial
     examining 
    1,028
     Students
    , grade
    PS

Reviewed: June 2021

At least one finding shows promising evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards without reservations
Academic achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Cumulative GPA (3.0-4.0) through 2 semesters

Student Support Services paired with performance-based scholarship vs. Business as usual

2 Semesters

Full sample;
1,028 students

30.00

31.60

No

--
More Outcomes
Show Supplemental Findings

Grade of C or better in 12+ credits_second semester

Student Support Services paired with performance-based scholarship vs. Business as usual

2 Semesters

Full sample;
1,028 students

28.30

16.90

Yes

 
 
16

Cumulative GPA (2.0-2.9) through 2 semesters

Student Support Services paired with performance-based scholarship vs. Business as usual

2 Semesters

Full sample;
1,028 students

34.90

32.10

No

--

second semester term GPA 2.0 or higher

Student Support Services paired with performance-based scholarship vs. Business as usual

2 Semesters

Full sample;
1,028 students

34.90

32.10

No

--

first semester term GPA 3.0 or higher

Student Support Services paired with performance-based scholarship vs. Business as usual

1 Semester

Full sample;
1,028 students

34.80

35.40

No

--

second semester term GPA 3.0 or higher

Student Support Services paired with performance-based scholarship vs. Business as usual

2 Semesters

Full sample;
1,028 students

26.10

28.70

No

--
Progressing in college outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

cumulative_number of semesters registered

Student Support Services paired with performance-based scholarship vs. Business as usual

2 Semesters

Full sample;
1,028 students

1.80

1.70

Yes

 
 
8
 
More Outcomes

cumulative average number of college-level credits earned

Student Support Services paired with performance-based scholarship vs. Business as usual

2 Semesters

Full sample;
1,028 students

13.70

12.10

Yes

 
 
6
 

second semester registered for any course

Student Support Services paired with performance-based scholarship vs. Business as usual

2 Semesters

Full sample;
1,028 students

78.60

74.00

No

--
Show Supplemental Findings

Second semester average number of college-level credits earned

Student Support Services paired with performance-based scholarship vs. Business as usual

2 Semesters

Full sample;
1,028 students

8.30

7.30

Yes

 
 
7

First semester average number of college-level credits earned

Student Support Services paired with performance-based scholarship vs. Business as usual

1 Semester

Full sample;
1,028 students

6.90

6.50

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • Male: 100%

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    Arizona
  • Ethnicity
    Hispanic    
    100%
    Not Hispanic or Latino    
    0%

Setting

The study took place on six campuses of Pima Community College, a two-year, Hispanic-serving institution with locations throughout the greater Tucson Metropolitan Area in Southern Arizona.

Study sample

All study participants were Latino males with an average age of 24.3 years old. Among them, 36.7% were first-generation college students. About 59% of the students spoke a language other than English at home. About 37.5% of the families received some government benefits, such as food stamps, cash assistance, or welfare.

Intervention Group

The Adelante program was a performance-based scholarship (demonstration) project in which students received scholarships (up to $4500 over three semesters) and other support contingent upon academic progress and achievement in college. There were five main components to the program: 1) An initial program orientation; 2) Advising - each student was assigned to an adviser at the start of his first semester. Advisers used a checklist of topics to cover over their advising sessions and were encouraged to use Spanish appropriately as needed; 3) Tutoring and academic workshops - Students were encouraged to take advantage of tutoring and academic workshops (which they feel were required); 4) Platicas were presentation, discussion, and guest speaker sessions featuring topics and guests of interest to the Adelante students; and 5) the award structure itself in which students were recognized (monetarily) for the level of their participation in events and their academic achievement.

Comparison Group

The comparison condition was business as usual. Students had access to the typical services offered and financial aid available to them at Pima.

Support for implementation

Pima hired three full-time staff members to oversee the day-to-day operations of Adelante: a program coordinator, a full-time adviser, and a support specialist. The program’s advising capacity was augmented by Pima’s general advisers, who volunteered to advise students in Adelante. These advisers had caseloads of up to 35 program group students on top of their regular, full-time advising responsibilities. In addition, the program had oversight from a high-level administrator and support from the college’s leadership.

Reviewed: November 2016

Meets WWC standards without reservations


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Study sample characteristics were not reported.
 

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