Pub Date : 2022-01-17DOI: 10.3102/01623737211062913
Seth B. Hunter, Matthew G. Springer
Most education agencies have implemented new teacher evaluation systems that promise to improve teacher performance. Post-observation performance feedback is a theoretically important driver of this promise as it should ultimately develop teacher-specific weaknesses. This is the first large-scale study to use the written feedback provided to early-career teachers during formal post-observation conferences and quantitatively link critical feedback characteristics (CFCs) to measures of teacher human capital. We find that most conferences do not include CFCs, that feedback is typically unidimensional, and that less effective early-career teachers receive higher shares of CFCs. However, goal-setting is the only CFC associated with subsequent teacher performance. Beginning and less-educated teachers, for whom goal-setting may clarify performance expectations, drive this relationship.
{"title":"Critical Feedback Characteristics, Teacher Human Capital, and Early-Career Teacher Performance: A Mixed-Methods Analysis","authors":"Seth B. Hunter, Matthew G. Springer","doi":"10.3102/01623737211062913","DOIUrl":"https://doi.org/10.3102/01623737211062913","url":null,"abstract":"Most education agencies have implemented new teacher evaluation systems that promise to improve teacher performance. Post-observation performance feedback is a theoretically important driver of this promise as it should ultimately develop teacher-specific weaknesses. This is the first large-scale study to use the written feedback provided to early-career teachers during formal post-observation conferences and quantitatively link critical feedback characteristics (CFCs) to measures of teacher human capital. We find that most conferences do not include CFCs, that feedback is typically unidimensional, and that less effective early-career teachers receive higher shares of CFCs. However, goal-setting is the only CFC associated with subsequent teacher performance. Beginning and less-educated teachers, for whom goal-setting may clarify performance expectations, drive this relationship.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"380 - 403"},"PeriodicalIF":3.4,"publicationDate":"2022-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44309289","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-22DOI: 10.3102/01623737211055768
Christian Fischer, Rachel B. Baker, Qiujie Li, G. Orona, M. Warschauer
Online courses provide flexible learning opportunities, but research suggests that students may learn less and persist at lower rates compared to face-to-face settings. However, few studies have investigated more distal effects of online education. In this study, we analyzed 6 years of institutional data for three cohorts of students in 13 large majors (N = 10,572) at a public research university to examine distal effects of online course participation. Using online course offering as an instrumental variable for online course taking, we find that online course taking of major-required courses leads to higher likelihood of successful 4-year graduation and slightly accelerated time-to-degree. These results suggest that offering online courses may help students to more efficiently graduate college.
{"title":"Increasing Success in Higher Education: The Relationships of Online Course Taking With College Completion and Time-to-Degree","authors":"Christian Fischer, Rachel B. Baker, Qiujie Li, G. Orona, M. Warschauer","doi":"10.3102/01623737211055768","DOIUrl":"https://doi.org/10.3102/01623737211055768","url":null,"abstract":"Online courses provide flexible learning opportunities, but research suggests that students may learn less and persist at lower rates compared to face-to-face settings. However, few studies have investigated more distal effects of online education. In this study, we analyzed 6 years of institutional data for three cohorts of students in 13 large majors (N = 10,572) at a public research university to examine distal effects of online course participation. Using online course offering as an instrumental variable for online course taking, we find that online course taking of major-required courses leads to higher likelihood of successful 4-year graduation and slightly accelerated time-to-degree. These results suggest that offering online courses may help students to more efficiently graduate college.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"355 - 379"},"PeriodicalIF":3.4,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41765321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.3102/01623737211052310
Steven W. Hemelt, T. Swiderski
We analyze the rollout of a Statewide Dual-Credit (SDC) program intended to expand access to college-level courses during high school. We find that SDC increased early postsecondary course-taking among students in the middle of the achievement distribution, especially through courses in vocational subjects, without decreasing participation in Advanced Placement (AP). However, SDC was mostly offered by schools already providing courses in similar subject areas and was less frequently offered in small relative to large schools, thus doing little to ameliorate placed-based gaps in course-taking opportunities. Furthermore, a majority of students failed the end-of-course exams necessary to secure college credit, and those who passed closely resemble students who pass AP exams. Low SDC exam pass rates predict school-level discontinuation of SDC courses over and above a range of other factors that reflect student demand and staffing capacity.
{"title":"College Comes to High School: Participation and Performance in Tennessee’s Innovative Wave of Dual-Credit Courses","authors":"Steven W. Hemelt, T. Swiderski","doi":"10.3102/01623737211052310","DOIUrl":"https://doi.org/10.3102/01623737211052310","url":null,"abstract":"We analyze the rollout of a Statewide Dual-Credit (SDC) program intended to expand access to college-level courses during high school. We find that SDC increased early postsecondary course-taking among students in the middle of the achievement distribution, especially through courses in vocational subjects, without decreasing participation in Advanced Placement (AP). However, SDC was mostly offered by schools already providing courses in similar subject areas and was less frequently offered in small relative to large schools, thus doing little to ameliorate placed-based gaps in course-taking opportunities. Furthermore, a majority of students failed the end-of-course exams necessary to secure college credit, and those who passed closely resemble students who pass AP exams. Low SDC exam pass rates predict school-level discontinuation of SDC courses over and above a range of other factors that reflect student demand and staffing capacity.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"313 - 341"},"PeriodicalIF":3.4,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42096929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-22DOI: 10.3102/01623737211049440
Roey Ahram, Robert Bifulco, H. Cherng, Danielle L. Edwards, Anna J. Egalite, Mimi Engel, P. Estrada, Allyson Flaster
Riley Acton, Miami University Roey Ahram, Spencer Foundation Taylor Allbright, California State Polytechnic University, Pomona Drew Anderson, RAND Corporation Kaitlin Anderson, Lehigh University J. Cameron Anglum, Saint Louis University Elizabeth Armstrong, University of Michigan Minahil Asim, University of Toronto Allison Atteberry, University of Virginia Bruce Baker, Rutgers University Dominique Baker, Southern Methodist University Rachel Baker, University of California, Irvine Briana Ballis, University of California, Merced Felipe Barrera-Osorio, Vanderbilt University Brendan Bartanen, University of Virginia Daphna Bassok, University of Virginia Kevin Bastian, The University of North Carolina at Chapel Hill Courtney Bell, University of Wisconsin–Madison Elizabeth Bell, Miami University Christopher Bennett, Vanderbilt University Melanie Bertrand, Arizona State University Robert Bifulco, Syracuse University Kelli Bird, University of Virginia David Blazar, University of Maryland, College Park Liza Bolitzer, Baruch College A. Brooks Bowden, University of Pennsylvania Nicholas Bowman, University of Iowa Melissa Braaten, University of Colorado Boulder Margaret Brehm, Oberlin College Ebony Bridwell-Mitchell, Harvard Graduate School of Edication Derek Briggs, University of Colorado Boulder Tolani Britton, University of California, Berkeley Paul Bruno, University of Illinois at Urbana-Champaign Katrina Bulkley, Montclair State University Susan Bush-Mecenas, RAND Corporation Marisa Cannata, Vanderbilt University Deven Carlson, The University of Oklahoma Hua-Yu Sebastian Cherng, New York University Vincent Cho, Boston College Amita Chudgar, Michigan State University Damon Clark, University of California, Irvine Julia Cohen, University of Virginia Dylan Conger, George Washington University North Cooc, The University of Texas at Austin Yasemin Copur-Gencturk, University of Southern California Sean Corcoran, Vanderbilt University James Cowan, American Institutes for Research Joshua Cowen, Michigan State University Valerie Crespin-Trujillo, University of Wisconsin–Madison Rajeev Darolia, University of Kentucky Rebecca Davis, University of Pennsylvania Elizabeth DeBray, University of Georgia Jay Dee, University of Massachusetts Boston John Deke, Mathematica Policy Research Lisa Dickson, University of Maryland, Baltimore County Sarah Diem, University of Missouri Thurston Domina, The University of North Carolina at Chapel Hill Benjamin Domingue, Stanford University Morgaen Donaldson, University of Connecticut Jamel Donnor, College of William & Mary Shaun Dougherty, Vanderbilt University Adam Edgerton, Learning Policy Institute 1049440 EPAXXX10.3102/01623737211049440 other2021
{"title":"Acknowledgments","authors":"Roey Ahram, Robert Bifulco, H. Cherng, Danielle L. Edwards, Anna J. Egalite, Mimi Engel, P. Estrada, Allyson Flaster","doi":"10.3102/01623737211049440","DOIUrl":"https://doi.org/10.3102/01623737211049440","url":null,"abstract":"Riley Acton, Miami University Roey Ahram, Spencer Foundation Taylor Allbright, California State Polytechnic University, Pomona Drew Anderson, RAND Corporation Kaitlin Anderson, Lehigh University J. Cameron Anglum, Saint Louis University Elizabeth Armstrong, University of Michigan Minahil Asim, University of Toronto Allison Atteberry, University of Virginia Bruce Baker, Rutgers University Dominique Baker, Southern Methodist University Rachel Baker, University of California, Irvine Briana Ballis, University of California, Merced Felipe Barrera-Osorio, Vanderbilt University Brendan Bartanen, University of Virginia Daphna Bassok, University of Virginia Kevin Bastian, The University of North Carolina at Chapel Hill Courtney Bell, University of Wisconsin–Madison Elizabeth Bell, Miami University Christopher Bennett, Vanderbilt University Melanie Bertrand, Arizona State University Robert Bifulco, Syracuse University Kelli Bird, University of Virginia David Blazar, University of Maryland, College Park Liza Bolitzer, Baruch College A. Brooks Bowden, University of Pennsylvania Nicholas Bowman, University of Iowa Melissa Braaten, University of Colorado Boulder Margaret Brehm, Oberlin College Ebony Bridwell-Mitchell, Harvard Graduate School of Edication Derek Briggs, University of Colorado Boulder Tolani Britton, University of California, Berkeley Paul Bruno, University of Illinois at Urbana-Champaign Katrina Bulkley, Montclair State University Susan Bush-Mecenas, RAND Corporation Marisa Cannata, Vanderbilt University Deven Carlson, The University of Oklahoma Hua-Yu Sebastian Cherng, New York University Vincent Cho, Boston College Amita Chudgar, Michigan State University Damon Clark, University of California, Irvine Julia Cohen, University of Virginia Dylan Conger, George Washington University North Cooc, The University of Texas at Austin Yasemin Copur-Gencturk, University of Southern California Sean Corcoran, Vanderbilt University James Cowan, American Institutes for Research Joshua Cowen, Michigan State University Valerie Crespin-Trujillo, University of Wisconsin–Madison Rajeev Darolia, University of Kentucky Rebecca Davis, University of Pennsylvania Elizabeth DeBray, University of Georgia Jay Dee, University of Massachusetts Boston John Deke, Mathematica Policy Research Lisa Dickson, University of Maryland, Baltimore County Sarah Diem, University of Missouri Thurston Domina, The University of North Carolina at Chapel Hill Benjamin Domingue, Stanford University Morgaen Donaldson, University of Connecticut Jamel Donnor, College of William & Mary Shaun Dougherty, Vanderbilt University Adam Edgerton, Learning Policy Institute 1049440 EPAXXX10.3102/01623737211049440 other2021","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"43 1","pages":"713 - 715"},"PeriodicalIF":3.4,"publicationDate":"2021-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69392546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-18DOI: 10.3102/01623737211047256
Benjamin K. Master, H. Schwartz, Fatih Unlu, J. Schweig, Louis T. Mariano, Jessie Coe, Elaine L. Wang, B. Phillips, Tiffany Berglund
Principals are the second-largest school-based contributor to K–12 students’ academic progress. However, there is little research evaluating whether efforts to develop principals’ skills improve school effectiveness. We conducted randomized controlled trial studies of the impacts of a professional development program called the Executive Development Program (EDP) and of the incremental effects of coaching to help principals implement the EDP curriculum. We find that the EDP alone influenced principals’ practices, but not student achievement, within 3 years. Coaching had a small positive effect on students’ English Language Arts achievement, but no effect on math achievement or on principals’ practices. Coaching had the largest effects in disadvantaged schools. We hypothesize that coaching enhanced the quality of implementation of recommended practices.
{"title":"Developing School Leaders: Findings From a Randomized Control Trial Study of the Executive Development Program and Paired Coaching","authors":"Benjamin K. Master, H. Schwartz, Fatih Unlu, J. Schweig, Louis T. Mariano, Jessie Coe, Elaine L. Wang, B. Phillips, Tiffany Berglund","doi":"10.3102/01623737211047256","DOIUrl":"https://doi.org/10.3102/01623737211047256","url":null,"abstract":"Principals are the second-largest school-based contributor to K–12 students’ academic progress. However, there is little research evaluating whether efforts to develop principals’ skills improve school effectiveness. We conducted randomized controlled trial studies of the impacts of a professional development program called the Executive Development Program (EDP) and of the incremental effects of coaching to help principals implement the EDP curriculum. We find that the EDP alone influenced principals’ practices, but not student achievement, within 3 years. Coaching had a small positive effect on students’ English Language Arts achievement, but no effect on math achievement or on principals’ practices. Coaching had the largest effects in disadvantaged schools. We hypothesize that coaching enhanced the quality of implementation of recommended practices.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"257 - 282"},"PeriodicalIF":3.4,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49500163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-15DOI: 10.3102/01623737211055728
{"title":"Corrigendum to “Increasing Community College Graduation Rates: A Synthesis of Findings on the ASAP Model From Six Colleges Across Two States”","authors":"","doi":"10.3102/01623737211055728","DOIUrl":"https://doi.org/10.3102/01623737211055728","url":null,"abstract":"","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"NP1 - NP1"},"PeriodicalIF":3.4,"publicationDate":"2021-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44755486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-20DOI: 10.3102/01623737211040511
Eric Isenberg, Jeffrey Max, P. Gleason, Jonah Deutsch
We examine access to effective teachers for low-income students in 26 geographically dispersed school districts over a 5-year period. We measure teacher effectiveness using a value-added model that accounts for measurement error in prior test scores and peer effects. Differences between the average value added of teachers of high- and low-income students are 0.005 standard deviations in English/language arts and 0.004 standard deviations in math. Differences between teachers of Black, Hispanic, and White students are also small. Rearranging teachers to obtain perfect equity would do little to narrow the sizable student achievement gap between low- and high-income students. We also show that a higher proportion of novice teachers in high-poverty schools contributes negligibly to differences in access to effective teachers.
{"title":"Do Low-Income Students Have Equal Access to Effective Teachers?","authors":"Eric Isenberg, Jeffrey Max, P. Gleason, Jonah Deutsch","doi":"10.3102/01623737211040511","DOIUrl":"https://doi.org/10.3102/01623737211040511","url":null,"abstract":"We examine access to effective teachers for low-income students in 26 geographically dispersed school districts over a 5-year period. We measure teacher effectiveness using a value-added model that accounts for measurement error in prior test scores and peer effects. Differences between the average value added of teachers of high- and low-income students are 0.005 standard deviations in English/language arts and 0.004 standard deviations in math. Differences between teachers of Black, Hispanic, and White students are also small. Rearranging teachers to obtain perfect equity would do little to narrow the sizable student achievement gap between low- and high-income students. We also show that a higher proportion of novice teachers in high-poverty schools contributes negligibly to differences in access to effective teachers.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"234 - 256"},"PeriodicalIF":3.4,"publicationDate":"2021-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45942858","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-01DOI: 10.3102/01623737211019684
{"title":"Corrigendum to “Updating the Economic Impacts of the High/Scope Perry Preschool Program”","authors":"","doi":"10.3102/01623737211019684","DOIUrl":"https://doi.org/10.3102/01623737211019684","url":null,"abstract":"","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"43 1","pages":"552 - 552"},"PeriodicalIF":3.4,"publicationDate":"2021-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46818502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-30DOI: 10.3102/01623737211036728
Zeyu Xu, Ben Backes, Amanda Oliveira, Dan Goldhaber
Kentucky’s Targeted Interventions (TI) program is a statewide intervention intended to prepare non-college-ready high school students for college-level coursework. Using a difference-in-regression discontinuity design, we find that TI reduces the likelihood that students enroll in remedial courses by 8 to 10 percentage points in math. These effects are similar or stronger among students who are eligible for free/reduced-price lunch, students with remediation needs in multiple subjects, and students in lower performing schools. TI also increases the likelihood that students enroll in and pass college math before the end of the first year in 4-year universities by 4 percentage points and by 9 percentage points among free/reduced-price lunch eligible students. However, we do not find evidence of TI affecting credit accumulation or persistence.
{"title":"Ready for College? Examining the Effectiveness of Targeted Interventions in High School","authors":"Zeyu Xu, Ben Backes, Amanda Oliveira, Dan Goldhaber","doi":"10.3102/01623737211036728","DOIUrl":"https://doi.org/10.3102/01623737211036728","url":null,"abstract":"Kentucky’s Targeted Interventions (TI) program is a statewide intervention intended to prepare non-college-ready high school students for college-level coursework. Using a difference-in-regression discontinuity design, we find that TI reduces the likelihood that students enroll in remedial courses by 8 to 10 percentage points in math. These effects are similar or stronger among students who are eligible for free/reduced-price lunch, students with remediation needs in multiple subjects, and students in lower performing schools. TI also increases the likelihood that students enroll in and pass college math before the end of the first year in 4-year universities by 4 percentage points and by 9 percentage points among free/reduced-price lunch eligible students. However, we do not find evidence of TI affecting credit accumulation or persistence.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"183 - 209"},"PeriodicalIF":3.4,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44843664","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-12DOI: 10.3102/01623737211036726
Cynthia Miller, Michael J. Weiss
This paper presents new estimates of the effects of the City University of New York’s (CUNY’s) Accelerated Study in Associate Programs (ASAP) model, evaluated using a randomized controlled trial first in New York and later through a replication in Ohio. It presents longer-term effects of CUNY ASAP in New York, showing that the program’s effect on associate’s degree receipt persisted through 8 years and likely represents a permanent increase in degree receipt. It also presents an analysis from the pooled study samples in New York and Ohio. The findings indicate that the program had consistent effects on degree receipt across the two states but also for somewhat different levels of service contrast, such as the number of additional advising visits.
{"title":"Increasing Community College Graduation Rates: A Synthesis of Findings on the ASAP Model From Six Colleges Across Two States","authors":"Cynthia Miller, Michael J. Weiss","doi":"10.3102/01623737211036726","DOIUrl":"https://doi.org/10.3102/01623737211036726","url":null,"abstract":"This paper presents new estimates of the effects of the City University of New York’s (CUNY’s) Accelerated Study in Associate Programs (ASAP) model, evaluated using a randomized controlled trial first in New York and later through a replication in Ohio. It presents longer-term effects of CUNY ASAP in New York, showing that the program’s effect on associate’s degree receipt persisted through 8 years and likely represents a permanent increase in degree receipt. It also presents an analysis from the pooled study samples in New York and Ohio. The findings indicate that the program had consistent effects on degree receipt across the two states but also for somewhat different levels of service contrast, such as the number of additional advising visits.","PeriodicalId":48079,"journal":{"name":"Educational Evaluation and Policy Analysis","volume":"44 1","pages":"210 - 233"},"PeriodicalIF":3.4,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49543773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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