WWC review of this study

Connecting college students to alternative sources of support: The Single Stop Community College Initiative and postsecondary outcomes.

Daugherty, L., Johnston, W. R., & Tsai, T. (2016). Santa Monica, CA: RAND Corporation. Retrieved from: https://eric.ed.gov/?id=ED570946

  • Quasi-Experimental Design
     examining 
    9,621
     Students
    , grade
    PS

Reviewed: October 2020

At least one finding shows moderate evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards with reservations
Academic achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Percentage of attempted college credits that were completed

Single Stop vs. Business as usual

0 Days

First-time college students;
9,621 students

78.70

78.70

No

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

One-year persistence

Single Stop vs. Business as usual

0 Days

First-time college students;
9,621 students

54.90

51.80

Yes

 
 
3
 
More Outcomes

College-level credits earned after 2 semesters

Single Stop vs. Business as usual

0 Days

First-time college students;
9,621 students

17.90

17.50

No

--
Show Supplemental Findings

One-term persistence

Single Stop vs. Business as usual

0 Days

First-time college students;
9,621 students

91.90

88.80

Yes

 
 
9

Characteristics of study sample as reported by study author.


  • Female: 56%
    Male: 44%
  • Race
    Asian
    6%
    Black
    24%
    Not specified
    66%
    White
    5%
  • Ethnicity
    Hispanic
    64%
    Not Hispanic
    36%
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    Florida, Louisiana, Massachusetts, New York

Setting

The study took place at eleven community college campuses: Bunker Hill Community College, six City University of New York (CUNY) campuses, Delgado Community College, and three Miami Dade College campuses.

Study sample

The average age of the students in the analytic sample was 20 years old, and 56 percent of the sample was female. Five percent of the analytic sample of students were White, 24 percent were Black, six percent were Asian, and 64 percent were Hispanic. Eighty-three percent of students in the analytic sample received financial aid, and their average household income was $27,865. Forty percent of students in the sample were the first in their families to attend college.

Intervention Group

Campuses that implemented Single Stop were expected to establish and run the intervention according to the program requirements set out in Single Stop’s site manual. Students who entered a Single Stop office met with a site coordinator who conducted a needs assessment and collected data to register the student in the program’s case management system. Site coordinators then connected students to services and benefits for which they were eligible. This included benefit screening and application support, tax preparation services, financial counseling, legal services, and referrals to wraparound services. Wraparound services might include immigration consultations; mental health counseling; resources for housing, food, taxes, child care, or textbooks; and financial and legal services. Single Stop services were also available to families of enrolled students. The percentage of students who opted to use Single Stop services ranged from 5.7 percent in Delgado Community College to 22.9 percent in Miami Dade College.

Comparison Group

Comparison students were eligible but did not receive Single Stop services. They were free to access other campus services and public benefits.

Support for implementation

Implementation was funded under a Social Innovation Fund grant provided by the Corporation for National and Community Service to New Profit, an organization that provides financial support to Single Stop USA. In summer 2014, the national Single Stop office provided additional training to institutions that participated in the study to ensure that benefits screening and referral data were being collected in a standard fashion.

In the case of multiple manuscripts that report on one study, the WWC selects one manuscript as the primary citation and lists other manuscripts that describe the study as additional sources.

  • Goldrick-Rab, S., Broton, K., and Frank, V.M. (2014). Single Stop USA’s Community College Initiative: Implementation Assessment. Madison, WI: Wisconsin Hope Lab.

 

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