EASEing Students Into College: The Impact of Multidimensional Support for Underprepared Students. (October 2018)

• Record Type: Journal Article
• Authors: Xu, Di; Solanki, Sabrina; McPartlan, Peter; Sato, Brian
• Is Part Of: Educational researcher. Volume 47:Number 7(2018)
• Page Start: 435
• Page End: 450
• Publication Date: 2018-10
• Subjects: achievement gap -- econometric analysis -- educational policy -- engagement -- learning communities program -- motivation -- policy analysis -- postsecondary education -- program evaluation -- quasi-experimental analysis -- regression discontinuity -- retention -- STEM persistence -- student outcomes; Education -- Periodicals; Education -- United States -- Periodicals; Education -- Research -- Periodicals; Education -- Research -- Methodology -- Periodicals; 370.72
• DOI: 10.3102/0013189X18778559
• Languages: English
• ISSNs: 0013-189X

Abstract

Extensive 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.