Developmental Advising Lowers Costs at a Rural Minority-Serving Community College

Autor/inn/en	Failing, Kate; Lombardozzi, C.
Titel	Developmental Advising Lowers Costs at a Rural Minority-Serving Community College
Quelle	In: Community College Journal of Research and Practice, 45 (2021) 12, S.927-931 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Failing, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-8926
DOI	10.1080/10668926.2020.1829179
Schlagwörter	Academic Advising; Disadvantaged Youth; Developmentally Appropriate Practices; Student Satisfaction; Costs; Two Year College Students; Two Year Colleges; At Risk Students; Student Diversity; Cost Effectiveness; Rural Schools; Minority Group Students; Program Effectiveness + Suchen Sie Ihr Suchwort? Akademischer Rat; Benachteiligter Jugendlicher; Entwicklungsbezogene Bildung; Cost; Kosten; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	This study compares outcomes of prescriptive and developmental advising models by means of a posttest-only quasi-experimental design. Three outcomes of interest are degree progression, student satisfaction with advising, and average course-pathway cost. Two years of archival records from first-time, full-time degree-seeking students (n = 96) provide data, and a Wilcoxon signed-rank test evaluates the hypotheses. Results for both progression and satisfaction fail to reject the null hypotheses that there is no difference in outcomes between advising models. Results for average course-pathway cost support the alternative hypothesis, which states that students aggregate different -- in this case, lower -- average course-pathway cost under developmental advising than under prescriptive. The results of this study imply that basic cost analysis can be successfully integrated with academic outcome analysis and that developmental advising confers cost benefits to both the student and the institution, which is of particular importance for underfunded institutions serving historically disadvantaged students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01