Intensive College Counseling and the Enrollment and Persistence of Low-Income Students

2018 ◽  
Vol 13 (1) ◽  
pp. 19-41 ◽  
Author(s):  
Benjamin Castleman ◽  
Joshua Goodman
Keyword(s):  
Grade Point Average ◽  
Degree Completion ◽  
Low Income ◽  
College Counseling ◽  
Disadvantaged Students ◽  
Completion Rates ◽  
Low Income Students ◽  
Grade Point ◽  
Second Year ◽  
The Impact

Though counseling is one commonly pursued intervention to improve college enrollment and completion for disadvantaged students, there is relatively little causal evidence on its efficacy. We use a regression discontinuity design to study the impact of intensive college counseling provided by a Massachusetts program to college-seeking, low-income students that admits applicants partly on the basis of a minimum grade point average requirement. Counseling shifts enrollment toward four-year colleges that are less expensive and have higher graduation rates than alternatives students would otherwise choose. Counseling also improves persistence through at least the second year of college, suggesting a potential to increase the degree completion rates of disadvantaged students.

scholarly journals Supporting Community College Students from Start to Degree Completion: Long-Term Evidence from a Randomized Trial of CUNY’s ASAP

2019 ◽  
Vol 11 (3) ◽  
pp. 253-297 ◽  
Author(s):  
Michael J. Weiss ◽  
Alyssa Ratledge ◽  
Colleen Sommo ◽  
Himani Gupta
Keyword(s):  
Community College ◽  
Community Colleges ◽  
Graduation Rates ◽  
Degree Completion ◽  
Low Income ◽  
Randomized Experiments ◽  
Low Income Students ◽  
Percentage Points ◽  
The City

Nationwide, graduation rates at community colleges are discouragingly low. This randomized experiment provides evidence that graduation rates can be increased dramatically. The City University of New York’s (CUNY) Accelerated Study in Associate Programs (ASAP) is a comprehensive, integrated, 3-year program that has an estimated 18 percentage point effect on 3-year graduation rates, increases 6-year graduation rates by an estimated 10 percentage points, and helps students graduate more quickly. Graduation effect estimates of this magnitude are exceptional in randomized experiments conducted in higher education, offering hope of what is possible when serving low-income students. (JEL H75, I23, I24, I28)

scholarly journals Impact of paid work on the academic performance of nursing students

PeerJ ◽  
2016 ◽  
Vol 4 ◽  
pp. e1838 ◽  
Author(s):  
Mery Constanza García-Vargas ◽  
Mercedes Rizo-Baeza ◽  
Ernesto Cortés-Castell
Keyword(s):  
Academic Performance ◽  
Nursing Students ◽  
Grade Point Average ◽  
Negative Impact ◽  
Paid Work ◽  
Cross Sectional ◽  
Work Activity ◽  
Grade Point ◽  
Increased Risk ◽  
The Impact

Background.Little research exists on the impact of paid work on academic performance of students of health sciences. No research exists on this subject for students in Colombia.Objectives.This paper seeks to analyze the impact of paid work on academic performance among nursing students. Design, settings and participants: cross-sectional research, involving 430 of nursing students from the National University of Colombia (N= 566).Methods.Variables analyzed: sex, age, work activity, attendance, current semester, degree subjects studied and unavailable, lost credits, grades during the second semester of 2013, and delayed semesters. Subgroups analyzed: (i) according to labor activity: do not work, work up to 20 h and work more than 20 h per week; (ii) Grade point average: failing is considered as less than 3.0 and passing 3.0 or above out of 5.0. Percentage of delayed semesters were calculated. Qualitative and quantitative variables were analyzed for groups by work activity. The percentage and probability of students getting a grade point average less than 3.0 and delaying semesters were calculated by multivariate logistic regression.Results. A total of 219 of the students work (50.9%), the main reason is socioeconomic, of which 99 (45.2%) work more than 20 h per week and have an increased risk of failing, which is higher in the first semester. They also get lower grades, lose more credits and take longer to finish the degree. The logistic bivariate regressions of success (grade point average, credits gained, courses gained and not having delayed semesters) reduce with work, above all in those who work more than 20 h per week and increase as the number of semesters completed increases, independent of sex.Conclusion.A high percentage of nursing students work more than 20 h per week. The compatibility of paid work with studies in university nursing students has a negative impact on academic performance, more so when they work more than 20 h per week. This negative impact diminishes as the student completes semesters, irrespective of the sex of the students.

scholarly journals A Course-Embedded Comparison of Instructor-Generated Videos of Either an Instructor Alone or an Instructor and a Student

2018 ◽  
Vol 17 (2) ◽  
pp. ar31 ◽  
Author(s):  
Katelyn M. Cooper ◽  
Lu Ding ◽  
Michelle D. Stephens ◽  
Michelene T. H. Chi ◽  
Sara E. Brownell
Keyword(s):  
Grade Point Average ◽  
Science Studies ◽  
Crossover Design ◽  
Student Survey ◽  
Grade Point ◽  
Prior Literature ◽  
Unexplored Area ◽  
Large Enrollment ◽  
Survey Responses ◽  
The Impact

Instructor-generated videos have become a popular way to engage students with material before a class, yet this is a relatively unexplored area of research. There is support for the use of videos in which instructors tutor students, but few studies have been conducted within the context of a classroom. In this study, conducted in a large-enrollment college physiology course, we used a randomized crossover design to compare the impact of two types of instructor-generated videos that students watched as part of their preclass assignments. We compared videos featuring only an instructor (instructor-only videos) with videos featuring an instructor tutoring a student (instructor–tutee videos). We analyzed student survey responses and weekly physiology quiz scores and found that students preferred, enjoyed, and valued the instructor-only videos significantly more than the instructor–tutee videos. In contrast to prior literature, students with a grade point average (GPA) below the median (3.49) performed significantly better on physiology quizzes after watching instructor-only videos compared with instructor–tutee videos. Students with a GPA at or above the median performed equivalently on physiology quizzes after watching instructor-only or instructor–tutee videos. We present this study as an example of bringing cognitive science studies into the context of a real physiology classroom.

Is All Parental “Noninvolvement” Equal? Barriers to Involvement and Their Relationship to Latino Academic Achievement

2017 ◽  
Vol 39 (2) ◽  
pp. 169-179 ◽  
Author(s):  
Jamie D. Alexander ◽  
Ronald B. Cox ◽  
Andrew Behnke ◽  
Robert E. Larzelere
Keyword(s):  
Academic Achievement ◽  
Parental Involvement ◽  
Grade Point Average ◽  
Parental Behavior ◽  
Latino Youth ◽  
Work Schedule ◽  
Grade Point ◽  
Negative Behaviors ◽  
The Impact

High parental involvement has consistently been shown to enhance academic achievement among Latino youth. Still, some youth continue to thrive academically despite low parental involvement. The Theory of Rationality suggests that the impact of even potentially negative behaviors depends on how the behavior is interpreted. To test the application of this theory to parental “noninvolvement” among Latinos, we assessed how adolescent rationales about their parents’ noninvolvement in their schooling affected grade point average (GPA). Results showed that parental lack of transportation and feeling unwelcomed at school as reasons for noninvolvement were significantly and negatively related to GPA, and conflict with work schedule was significantly and positively related to GPA. Other reasons for noninvolvement were not significantly associated with GPA. Findings indicate that the meaning adolescents attribute to parental behavior may be a stronger predictor of academic achievement than the amount of involvement alone.

scholarly journals COVID-19 and Digital Learning in The Dominican Republic: Implications For Marginalized Communities

2021 ◽  
Vol 23 (2) ◽  
Author(s):  
Katia Diaz
Keyword(s):  
Dominican Republic ◽  
Low Income ◽  
Digital Learning ◽  
Access To Education ◽  
Low Income Students ◽  
Marginalized Communities ◽  
Vulnerable Communities ◽  
Local Officials ◽  
The Impact

With COVID-19 placing a strain on its public institutions, the Dominican Republic is attempting to ensure a streamlined digital education process by extending Digital Republic, a past initiative that provides online frameworks and platforms for its students and teachers. However, already existing issues are exacerbating access to education for vulnerable communities. While past policies included special needs services, the following initiative has yet to provide information on access for disabled students. Low-income students face financial challenges to gain the resources necessary to thrive during remote learning. Likewise, migrants from Haiti and those of Haitian descent continue to be left out of the conversation. The following case study explores the country’s education system, how its policies benefit certain groups and negatively impact others. By conducting in-depth policy analysis and interviews with local officials, the study analyzes the impact of digital learning during the pandemic among vulnerable communities in the country.  

scholarly journals ACCOUNTING STUDENTS’ ACADEMIC MISCONDUCT AS THE CORRUPTIVE BEHAVIOR: WHAT ACADEMIC FACTORS INFLUENCING?

2020 ◽  
Vol 3 (1) ◽  
pp. 33-55
Author(s):  
Suwaldiman Suwaldiman ◽  
Irlya Noerofi Tyas
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Academic Misconduct ◽  
Financial Accounting ◽  
Accounting Students ◽  
Grade Point ◽  
Academic Factors ◽  
Factors Influencing ◽  
Economics Faculty ◽  
The Impact

This research was conducted because the consideration of the widespread of students’ corruptive behavior in term of academic misconducts. This research examines the impact of students’ academic performance on their corruptive behavior perception. The data samples are the accounting students of Economics Faculty of Universitas Islam Indonesia. The corruptive behavior is defined as the academic misconducts that are usually done by students. It is measured by their tolerance perception of the academic misconducts. The academic performance is defined and measured as the students’ achievements on the subjects undertaken. These are represented by grade point average (GPA), grade of financial accounting and auditing subjects. A regression analysis is employed to test whether those academic performance have significant impact to the corruptive behavior perception. Based on the analysis, it is found that the GPA and the grade of financial accounting subjects have a positive and significant impact on the corruptive behavior perception. It is suggested that the better performance achieved by students on GPA and these subjects, the better their perception of corruptive behavior. However, this research does not prove that the grades of auditing subjects have a significant impact on the corruptive behavior perceive.

scholarly journals Grade Point Average Differences between Dual and Nondual Credit College Students

2013 ◽  
Vol 2013 ◽  
pp. 1-6 ◽  
Author(s):  
Robert D. Young ◽  
Sheila A. Joyner ◽  
John R. Slate
Keyword(s):  
Community College ◽  
Grade Point Average ◽  
Dual Enrollment ◽  
Dual Credit ◽  
Grade Point Averages ◽  
Effect Sizes ◽  
Asian Students ◽  
Future Research ◽  
Grade Point ◽  
Second Year

We examined the first and final term grade point averages (GPA) for a class of students at a Texas community college to determine how dual enrollment credit influenced GPA. Five statistically significant differences, albeit small effect sizes, were present by gender and by ethnic membership. Dual credit students had higher GPAs than did nondual credit students. Interestingly, dual enrollment did not have a statistically significant influence on GPAs for Asian students or for students after two years at this community college. As such, this study is the first research investigation of which we are aware in which student GPA in the first college semester and at the end of the second year was compared between dual credit and nondual credit students. Implications of our findings and suggestions for future research are provided.

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