Supporting Community College Student Success: Evidence from a Randomized Controlled Trial

IF 1.7 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research on Educational Effectiveness Pub Date : 2023-01-02 DOI:10.1080/19345747.2022.2074929
K. Hallberg, Kenneth Hofmeister, Marianne Bertrand, Brittany Morgan
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Abstract

Abstract This paper presents findings from a randomized controlled trial studying a comprehensive program designed to support students in achieving their goals. One Million Degrees (OMD) is a nonprofit organization serving community college students in the Chicago metro area that supports students financially, academically, personally, and professionally. Results from our study demonstrate that the randomized offer of a spot in the OMD program leads to a statistically significant and substantively meaningful increase in community college enrollment, persistence, and associate’s degree attainment three years after randomization. Applicants who applied while still in high school were less likely to take up the offer of the program than students who were already enrolled in community college, but those high school students who enrolled outperformed their control group peers by a substantially larger margin. Finally, we find the program does not appear to affect the likelihood that students will enroll in a four-year college.
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支持社区大学学生成功:来自随机对照试验的证据
摘要:本文介绍了一项随机对照试验的结果,该试验研究了一个旨在支持学生实现其目标的综合计划。一百万度(OMD)是一个非营利组织,服务于芝加哥大都市地区的社区大学生,为学生提供经济、学术、个人和专业方面的支持。我们的研究结果表明,随机提供一个OMD项目的名额,在随机化三年后,在社区大学的入学率、持久性和副学士学位的获得方面,导致了统计上显著的和实质性的有意义的增加。与已经被社区大学录取的学生相比,在高中时就提出申请的学生接受这个项目的可能性要小得多,但那些被录取的高中生比对照组的同龄人表现要好得多。最后,我们发现该计划似乎不会影响学生进入四年制大学的可能性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Research on Educational Effectiveness
Journal of Research on Educational Effectiveness EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.00
自引率
11.10%
发文量
37
期刊介绍: As the flagship publication for the Society for Research on Educational Effectiveness, the Journal of Research on Educational Effectiveness (JREE) publishes original articles from the multidisciplinary community of researchers who are committed to applying principles of scientific inquiry to the study of educational problems. Articles published in JREE should advance our knowledge of factors important for educational success and/or improve our ability to conduct further disciplined studies of pressing educational problems. JREE welcomes manuscripts that fit into one of the following categories: (1) intervention, evaluation, and policy studies; (2) theory, contexts, and mechanisms; and (3) methodological studies. The first category includes studies that focus on process and implementation and seek to demonstrate causal claims in educational research. The second category includes meta-analyses and syntheses, descriptive studies that illuminate educational conditions and contexts, and studies that rigorously investigate education processes and mechanism. The third category includes studies that advance our understanding of theoretical and technical features of measurement and research design and describe advances in data analysis and data modeling. To establish a stronger connection between scientific evidence and educational practice, studies submitted to JREE should focus on pressing problems found in classrooms and schools. Studies that help advance our understanding and demonstrate effectiveness related to challenges in reading, mathematics education, and science education are especially welcome as are studies related to cognitive functions, social processes, organizational factors, and cultural features that mediate and/or moderate critical educational outcomes. On occasion, invited responses to JREE articles and rejoinders to those responses will be included in an issue.
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