WWC review of this study

Interim Findings Report: MAAPS Advising Experiment

Alamuddin, R., Rossman, D., & Kurzweil, M. (2019). Ithaka S+R.

  • Randomized Controlled Trial
     examining 
    10,042
     Students
    , grade
    PS

Reviewed: May 2021

No statistically significant positive
findings
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

Monitoring Advising Analytics to Promote Success (MAAPS) vs. Business as usual

2 Years

Full sample;
9,981 students

2.84

2.83

No

--
More Outcomes
Show Supplemental Findings

Cumulative GPA

Monitoring Advising Analytics to Promote Success (MAAPS) vs. Business as usual

1 Year

Full sample;
10,069 students

2.87

2.86

No

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

Credit accumulation

Monitoring Advising Analytics to Promote Success (MAAPS) vs. Business as usual

2 Years

Full sample;
10,040 students

65.39

65.50

No

--
More Outcomes

Continuous Enrollment

Monitoring Advising Analytics to Promote Success (MAAPS) vs. Business as usual

2 Years

Full sample;
10,042 students

77.00

78.00

No

--
Show Supplemental Findings

Credit accumulation

Monitoring Advising Analytics to Promote Success (MAAPS) vs. Business as usual

1 Year

Full sample;
10,069 students

27.85

27.94

No

--

Continuous Enrollment

Monitoring Advising Analytics to Promote Success (MAAPS) vs. Business as usual

1 Year

Full sample;
10,069 students

94.00

94.00

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.


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    Arizona, California, Florida, Georgia, Iowa, Indiana, Kansas, Michigan, Ohio, Oregon, Texas

Setting

This multi-site study included 11 large public universities from the University Innovation Alliance, with Georgia State University serving as the lead institution. The other ten universities spanned three regions (excluding the northeastern US): Arizona State University, Iowa State University, University of Kansas, Michigan State University, Ohio State University, Oregon State University, Purdue University, University of California, Riverside, University of Central Florida, and University of Texas at Austin.

Study sample

Demographic characteristics of the student sample were not reported.

Intervention Group

Monitoring Advising Analytics to Promote Success (MAAPS) was a three-year intervention beginning in fall 2016 and continuing through spring 2019. This review presents findings from the first and second years of implementation. The intervention offers wraparound supports to eligible students that include, in addition to business-as-usual advising on their campus: (a) Guided & proactive advising: intensive, proactive advising to help students navigate key academic choices and to establish individualized academic maps; (b) Data-based progress review and early alerts: early and real-time alerts prompted in part through a system of analytics-based tracking when students go off path; the intervention used existing data systems on each campus; and (c) Targeted interventions: timely, targeted advising interventions to get students back on the appropriate academic path. The intervention begins on the fourth day of the student's first semester and continues through the end of the student's third year of college. Across the 11 institutions, there was some variation in the implementation, chiefly in the role or roles of the advisors and the level of coordination: 1) At 2 institutions, MAAPS advisors serve as students’ primary advisors on campus and deliver business-as-usual advising plus MAAPS advising. 2) At 5 institutions, the MAAPS advisors serve as supplemental advisors and deliver MAAPS advising to students, while primary advisors deliver business-as-usual advising, with minimal coordination between the two advisors. 3) At 3 institutions there is a combination of the primary and supplemental models of MAAPS advisement, whereby MAAPS advisors serve as primary advisors to students during their first year only, or to students who have not yet declared a major or been accepted into a professional school, and as supplemental advisors to students who are otherwise primarily advised through their departments or professional schools. 4) At 2 institutions there is a coordinated model of MAAPS advising whereby a MAAPS advisor and departmental advisors collaborate to advise each MAAPS student.

Comparison Group

The comparison is a business as usual condition, with services available varying by campus.

 

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