EASEing Students Into College: The Impact of Multidimensional Support for Underprepared Students
2018; SAGE Publishing; Volume: 47; Issue: 7 Linguagem: Inglês
10.3102/0013189x18778559
ISSN1935-102X
AutoresDi Xu, Sabrina Solanki, Peter McPartlan, Brian K. Sato,
Tópico(s)Evaluation of Teaching Practices
ResumoExtensive theoretical literature and qualitative evidence nominate learning communities as a promising strategy to improve persistence and success among at-risk populations, such as students who are academically underprepared for college-level coursework. Yet rigorous quantitative evidence on the impacts of these programs is limited. This paper estimates the causal effects of a first-year STEM learning communities program on both cognitive and noncognitive outcomes at a large public 4-year institution. We use a regression discontinuity design based on the fact that students are assigned to the program if their math SAT score is below a threshold. Our results indicate that program participation increased the academic performance and sense of belonging for students around the cutoff. These results provide compelling evidence that learning communities can support at-risk populations when implemented with a high level of fidelity.
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