Enhancing Student Services Results from the Opening Doors Demonstration in California and Ohio

1. Enhancing Student ServicesResults from the Opening Doors Demonstration in California and Ohio Strengthening Student Success Conference Thursday, October 8, 2009 Sue Scrivener Michael Weiss MDRC Ricardo Diaz Chaffey College

2. Presentation Outline • Results from Ohio’s enhanced student services program • Results from Chaffey’s program for students on probation • Discussion • Q&A

3. The Problem: Many Community College Students Do Not Persist Nearly half of all students who begin at community college do not complete a degree or transfer within 6 years. Major obstacles: Competing work and/or family obligations Not academically prepared Affordability (both real and perceived)

4. The Opening Doors Demonstration MDRC conducted several randomized experiments to test four programs designed to improve academic outcomes of community college students Programs tested one or more of the following: • Reforms in curriculum and instruction • Enhanced student services • Increased financial aid

5. Programs Evaluated Using a Random Assignment Design Identify students in the target group Invite to participate in study Informed consent signed Baseline data collected Random assignment Assigned to program group Assigned to control group

6. Enhanced Student Services and a Small Stipend:OHIO

7. How Would Enhancing Student Services Help? • Students get more / better information • Increased interaction with college staff could lead students to feel more of a sense of belonging • Better informed, more integrated student will be more likely to persist

8. Study Sites Two Colleges in Ohio: Lorain County Community College • Located in Elyria (midsized city, pop: 56,000) • Serves 9,400 students • Majority part time students, 2/3 women, 1/2 over 25, predominantly non-Hispanic White Owens Community College • Located in Toledo, (Ohio’s 4th largest city, pop: 300,000) • Serves 20,000 students • Majority part time students, 1/2 women, 1/2 over 25, predominantly non-Hispanic White

9. Study Participants (pooled)

10. Service Differential (as implemented) Program Group • Academic counselor with smaller caseloads, ratio 160:1 • Counseling was personalized, intensive, and comprehensive • Designated staff in financial aid office • Students eligible for $150 stipend in each of two program semesters Control Group • Academic counselor, normal caseloads, ratio 1000:1 • Short-term counseling, academic focus, as needed • Financial aid staff available

11. The Stipend • The primary purpose of the stipend was to provide an incentive for students to access the enhanced student services • Paid in two installments each semester, after scheduled counseling meetings • The vast majority (89%) of program group students received at least one payment • Nearly half (46%) of program group students received the full $300

12. Evidence of Receipt of Student Services

13. Academic Impacts: Percent Registered, by Semester Postprogram Semesters Program Semesters

14. Academic Impacts: Cumulative Credits Earned, by Semester Postprogram Semesters Program Semesters

15. Competing Interpretations of Findings • The program does not work • Initially positive results disappeared and program and control students were virtually indistinguishable by the 3rd postprogram semester • This program alone does not appear to have long term positive impacts • The program works • The program was successful at boosting registration during the time when services were provided • The program is a first step towards longer term academic success

16. Possible improvements to the program • Same type of program, longer duration • More intensive student services that could focus more on other services (include tutoring, remedial assistance, time management study skills training, on-campus childcare, transportation assistance) • Combine student services with other programs to address more student needs

17. Enhanced Student Services CHAFFEY

18. Chaffey College Facts Chaffey Student Body Demographics • Rancho Cucamonga, California • Enrollment fall 2008 20,102 • Hispanic Serving Institution • Founded in 1883

19. Bridging the Gap Between Student Services and Instruction • Silos and kingdoms • Restructuring of Basic Skills 2000 • Major initiatives following collaborative developmental process 1) 2004 MDRC research grant (Hewlett and Irvine foundations) supported development of Opening Doors 2) 2007 Hewlett Foundation grant supported development of Smart Start and Early Alert 19

20. Bridging the Gap Between Student Services and Instruction • Utilized grant resources to plan collaboratively • Established Core Planning Committee from both Student Services and Instruction • Hired professional to guide strategic planning process • Retreats, off-campus meetings, and regular on-campus meetings • Reviewed literature and analyzed student data • Brainstormed solutions • Developed models • Established program structure and hired coordinator and staff • Piloted the programs

21. Percent of Students Experiencing Academic Probation

22. Original Opening Doors Program • Operated Fall 2005 • College Success/Guidance course (lecture and seminar) taught by counselor, 3 units/credits • Program group students could volunteer to take course • As part of course, students expected to complete 9 directed learning activities in Success Centers • Success Center assignments to build basic skills (based on assessment tests) • Course instructor supposed to counsel students inside and outside class 22

23. Enhanced Opening Doors Program • Operated Fall 2006 and Spring 2007 • Same first-semester model as original program • Program group students told they were required to take course • Expected only five visits to the Success Centers • Success Center assignments integrated with course content • Added a second-semester College Success course 23

24. College Success/Guidance Course • Accepting personal responsibility • Mastering time management • Discovering their self motivation • Employing interdependence • Learning about college resources and services • Effective study skills • Gaining self awareness and developing emotional intelligence • Career and major exploration 24

25. Participating Students at Chaffey • Target group • On academic or progress probation: attempted 12 or more credits and had GPA below 2.0 (C) or had not completed half or more of credits • Earned fewer than 35 credits toward a credential • Key characteristics • 60 percent women • 53 percent Hispanic/Latino • Average age 21, most between 18-20 • Almost all unmarried and not parents 25

26. Key Impact Findings for Enhanced Opening Doors • Impact findings based on two semesters of transcript and probation data for each sample member • Approximately three-fourths of program group took College Success course • Program improved student outcomes • Increased average credits earned • Increased average cumulative GPA • Moved some students off probation 26

27. Cumulative Average Number of Credits Earned, Enhanced Opening Doors *** Number of credits 27

28. Percentage with Cumulative GPA 2.0 or Higher, Enhanced Opening Doors Percentage *** 28

29. Percentage Ever in Good Academic Standing, Enhanced Opening Doors Percentage *** 29

30. Some Implications Targeting services to probationary students can be worthwhile, but the design and implementation matter Greater success of Enhanced Opening Doors may be driven by higher participation rate, message of requirement Other program implementation factors may have mattered as well

31. For Discussion • Think about student services at your own college. How might requirements and/or incentives be used to improve the effectiveness of one or more of the services/programs? • How might the target population or service/program influence your options? • What concerns might you or others have about requirements or incentives?

32. Contact Information • Michael Weiss, Research Associate, michael.weiss@mdrc.org • Sue Scrivener, Senior Research Associate, sue.scrivener@mdrc.org • Ricardo Diaz, Opening Doors to Excellence Coordinator, ricardo.diaz@chaffey.edu • See www.mdrc.org to download MDRC’s publications 32