WWC review of this study

Examining the impacts of intrusive advising on the retention and academic success of first-year, at-risk, community college students (Doctoral dissertation) [Intrusive advising vs. business as usual]

Rios, A. L. (2019). https://fisherpub.sjfc.edu/.

  • Quasi-Experimental Design
     examining 
    1,185
     Students
    , grade
    PS

Reviewed: May 2021

No statistically significant positive
findings
Meets WWC standards with reservations
Postsecondary Academic Achievement outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

First Semester College GPA

Advising outreach vs. Business as usual

0 Semesters

Full sample;
1,185 students

1.93

1.80

No

--
More Outcomes

Percentage of credits earned

Advising outreach vs. Business as usual

0 Days

Full sample;
1,185 students

0.61

0.57

No

--

First Year College GPA

Advising outreach vs. Business as usual

1 Semester

Full sample;
1,185 students

1.87

1.78

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.


  • Female: 45%
    Male: 55%

  • Suburban
    • B
    • A
    • C
    • D
    • E
    • F
    • G
    • I
    • H
    • J
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    • P
    • M
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    • U
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    • W
    • X
    • Z
    • Y
    • a
    • h
    • i
    • b
    • d
    • e
    • f
    • c
    • g
    • j
    • k
    • l
    • m
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    • o
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    • y

    New York
  • Race
    Asian
    1%
    Black
    17%
    Other or unknown
    8%
    White
    48%
  • Ethnicity
    Hispanic    
    24%
    Not Hispanic or Latino    
    76%

Setting

This study took place in a mid-sized, suburban, public community college located in New York State.

Study sample

The study focused on "academically underprepared" students, including students who placed into remedial coursework during their first semester and students whose high school GPA was below 3.0. These students were first-time, full-time college students in fall 2017. The total analytic sample size was 1,185. Of these students, 45% were female, 18% lived on campus, and 51% were Pell Grant recipients. In addition, 1% were Asian, 17% were Black, 24% were Hispanic, and 48% were White. (4% were two or more races, 4% were of unknown race/ethnicity, and 1% were international.)

Intervention Group

The intervention was an intrusive advising model. Full-time and part-time advisors were assigned to students at the beginning of the school year. They conducted preliminary outreach to their students during the first 6 weeks of the first semester. Students used an Early Alert System to schedule appointments with their advisor and communication with them throughout the semester. If students do not schedule appointment, advisors can use the Early Alert System to reach out to students. The Early Alert System also is used by faculty to flag early signs of academic struggle. Advisors use the information to follow-up with students and design interventions to support them as needed. Advisors also use the Early Alert System to refer students to other academic support services in the college. Advisors use the system to document outreach to students, maintain notes, and track progress.Finally, advisors use degree audit software to help students understand degree requirements and design academic plans for degree completion.

Comparison Group

Students in the comparison condition did not receive intrusive advising and continued the business-as-usual condition. The author does not provide a detailed description of the business-as-usual condition.

Support for implementation

Each of the five full-time advisors was given advisement responsibilities over students in designated majors within an academic department and was specialized in advisement for these curricula. The full-time advisors worked in conjunction with the faculty of their respective departments and provided training to all staff on any curricula information for their areas. In addition to full-time advisors, 12 part-time advisors were assigned a student caseload of 150-230 students. These students were also assigned based upon their academic major. Whenever possible, advisors were chosen to advise students within an academic major that was representative of their own educational background.

 

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