Supporting the Whole Community College Student: The Impact of Nudging for Basic Needs Security

Autor/inn/en	Goldrick-Rab, Sara; Clark, Kallie; Baker-Smith, Christine; Witherspoon, Collin
Institution	Temple University, Hope Center for College, Community, and Justice
Titel	Supporting the Whole Community College Student: The Impact of Nudging for Basic Needs Security
Quelle	(2021), (31 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community College Students; Student Needs; Academic Achievement; Caring; At Risk Students; Low Income Students; Remedial Instruction; Poverty; School Holding Power; Homeless People; Hunger; Access to Computers; Transportation; Access to Health Care; Program Evaluation; Student Financial Aid; Social Services; Outreach Programs; Gender Differences; Grade Point Average; Texas + Suchen Sie Ihr Suchwort? Community college; Community colleges; College students; Community College; Collegestudent; Schulleistung; Care; Pflege; Sorge; Betreuung; Förderkurs; Armut; Homeless person; Homeless persons; Obdachloser; Verkehrswesen; Programme evaluation; Programmevaluation; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Social service; Soziale Dienstleistung; Soziale Dienste; Jobcoaching; Geschlechterkonflikt
Abstract	Community colleges have started to support students' basic needs in multiple ways. Campus-based hubs offering services like public benefits access, emergency aid, food pantries and case management have become increasingly popular. However, limited evidence exists on whether connecting with these hubs improves academic success. The Advocacy and Resource Center (ARC) at Amarillo College (AC) in Texas is a well-established example of how a college can care for its students. In 2018, The Hope Center published a detailed case study of the college's approach to AC's "culture of caring" embodied by the ARC. At the time, the ARC served 13% of Amarillo College students, well short of the estimated two-thirds who endured basic needs insecurity. This report details the partnership with the college to conduct an evaluation advancing two institutional goals: (1) Increase utilization of the ARC, particularly among students most at risk of leaving college, with a low-cost technology-enabled approach; and (2) Estimate the academic impacts of connecting students to the ARC. The authors identified students who might benefit from the ARC: those from low-income households and those enrolled in developmental education coursework. Placement in developmental education signals insufficient K-12 preparation and/or gaps in enrollment, both of which are associated with poverty. The authors targeted personalized emails to a randomly selected group of these students informing them of and inviting them to the ARC for support. These emails had positive impacts on students at AC: (1) Rates of visiting the ARC more than doubled from 22% to 56%; and (2) Developmental education students were 20% more likely to pass developmental education courses, a crucial milestone. However, the authors did not find clear evidence that nudged students completed more credits, received higher grades, or passed other courses at higher rates. While they saw promising trends regarding retention and graduation, that may be due to chance. (ERIC).
Anmerkungen	Hope Center for College, Community, and Justice. Jones Hall, 1316 West Ontario Street, 6th floor, Philadelphia, PA 19140. e-mail: hopectr@temple.edu ; Web site: https://hopeforcollege.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01