scholarly journals The Impact of COVID-19 on Community College Enrollment and Student Success: Evidence from California Administrative Data

2021 ◽  
Author(s):  
George Bulman ◽  
Robert Fairlie
Keyword(s):  
Community College ◽  
Student Success ◽  
Administrative Data ◽  
College Enrollment ◽  
The Impact

scholarly journals Exploring Variation in College Counselor Effectiveness

2019 ◽  
Vol 109 ◽  
pp. 227-231
Author(s):  
Andrew Barr ◽  
Ben Castleman
Keyword(s):  
Postsecondary Education ◽  
Administrative Data ◽  
Student Outcomes ◽  
Randomized Control Trial ◽  
College Enrollment ◽  
Counselor Characteristics ◽  
Counselor Effectiveness ◽  
College Advising ◽  
Randomized Control ◽  
The Impact

Several recent studies have investigated the impact of college advising on whether students enter and succeed in postsecondary education. These papers generally find positive impacts from advising, yet few explore the extent of heterogeneity in impacts between program counselors. We take advantage of quasi-random counselor assignment to explore variation and correlates of college counselor effectiveness using rich administrative data on adviser-advisee interactions from a multisite randomized control trial of a college advising program. Large overall effects on college enrollment from the advising intervention are consistent across counselors; there is little relationship between counselor characteristics or behaviors and student outcomes.

scholarly journals The Impact of an Online Orientation Program on Student Success at a Community College

2020 ◽  
Vol 27 (1) ◽  
Author(s):  
Rachel Lerner Colucci
Keyword(s):  
Community College ◽  
Student Success ◽  
Success Factors ◽  
Future Research ◽  
Orientation Program ◽  
Grade Point ◽  
First Semester ◽  
Online Orientation ◽  
Significant Difference ◽  
The Impact

This study examined the effectiveness of an online orientation program on participation and student success for a defined cohort of students at a mid-size community college in the mid-Atlantic region. Specifically, a quantitative analysis focused on differences in grade point average (GPA) and retention as success factors among students who completed the online orientation versus students who only started but did not finish and students who did not attempt the program at all.  The findings indicate a statistically significant difference in fall to spring retention and cumulative GPA earned after the first semester for students who complete the online orientation module over students who access but do not complete and students who do not access the program. Further, follow-up survey data indicate students felt more prepared to attend the college and utilize programs and services after completing the program. The study contributes to the research and literature on online orientation programs, specifically in the community college setting, and the researchers offers a discussion of results and recommendations for policy, practice, and future research.  

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