WWC review of this study

Single Stop final impact and implementation report.

Zhu, J., Harnett, S., & Scuello, M. (2018). New York: Metis Associates. Retrieved from https://www.metisassociates.com/wp-content/uploads/2020/03/Metis_09-18_Single_Stop_Final_Impact_and_Implementation_Report.pdf

  • Quasi-Experimental Design
     examining 
    610
     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—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Cumulative GPA

Single Stop vs. Business as usual

6 Semesters

First-time college students;
526 students

2.59

2.41

Yes

 
 
7
 
More Outcomes

Percentage of attempted college credits that were completed

Single Stop vs. Business as usual

6 Semesters

First-time college students;
592 students

52.80

46.50

Yes

 
 
7
 
Show Supplemental Findings

Cumulative GPA

Single Stop vs. Business as usual

7 Semesters

First-time college students;
526 students

2.57

2.41

Yes

 
 
7

Percentage of attempted college credits that were completed

Single Stop vs. Business as usual

7 Semesters

First-time college students;
592 students

53.50

47.90

Yes

 
 
7
Progressing in college outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
ESSA
rating

Three-year persistence

Single Stop vs. Business as usual

6 Semesters

First-time college students;
610 students

25.40

15.80

Yes

 
 
14
 
More Outcomes
Show Supplemental Findings

Persistence through year 4

Single Stop vs. Business as usual

7 Semesters

First-time college students;
610 students

13.50

8.30

Yes

 
 
13

Characteristics of study sample as reported by study author.


  • Female: 46%
    Male: 54%
  • Race
    Black
    72%
    Not specified
    29%
  • Ethnicity
    Hispanic
    8%
    Not Hispanic
    92%

  • Urban
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    Pennsylvania

Setting

The study took place in the Community College of Philadelphia (CCP), a community college that serves over 28,000 students.

Study sample

The sample included about 72 percent Black students and eight percent Hispanic students. About 39 percent were full time, while the remaining were part-time students. About 36 percent of students were the first in their families to attend college, and about 70 percent of students received student loans. The average student age at baseline was 26 years old and 46 percent were female.

Intervention Group

Single Stop provided students with five major services, including benefits screening and application assistance, tax preparation services, financial counseling (launched May 2014), legal assistance (launched June 2014), and immigration consultations (launched fall 2014). All intervention students received at least one of these five services during the study period. Students who received benefits screening met with Single Stop staff to determine what government benefits they were eligible for and received help applying for those benefits. These benefits included health insurance, food stamps, cash assistance, unemployment, child care, WIC, and Social Security funds, among other supports.

Comparison Group

All students at CCP were eligible to receive Single Stop services. Comparison students did not receive Single Stop services during the study period, but 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 GreenLight Fund, an organization that provides financial support to Single Stop USA. Single Stop had support from CCP administrators, which allowed it to be integrated into the college community.

 

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This download will include data files for study and findings review data and a data dictionary.

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