"Best Practices" in Student Support Services: A Study of Five Exemplary Sites. Followup Study of Student Support Services Programs.

Autor/in	Muraskin, Lana
Institution	Westat, Inc., Rockville, MD.; SMB Economic Research, Inc., Washington, DC.
Titel	"Best Practices" in Student Support Services: A Study of Five Exemplary Sites. Followup Study of Student Support Services Programs.
Quelle	(1997), (71 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Academic Persistence; Access to Education; Ancillary School Services; Case Studies; College Freshmen; College Students; Disadvantaged Youth; Educational Practices; Educational Research; Federal Programs; Followup Studies; Grants; High Risk Students; Higher Education; Intervention; Policy Formation; Program Design; Program Effectiveness; Public Policy; School Holding Power; Student Financial Aid; Student Personnel Services; Work Study Programs + Suchen Sie Ihr Suchwort? Schulleistung; Education; Access; Bildung; Zugang; Bildungszugang; Case study; Fallstudie; Case Study; Studienanfänger; Collegestudent; Benachteiligter Jugendlicher; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Follow-up studies; Kontaktstudium; Grant; Finanzielle Beihilfe; Problemschüler; Hochschulbildung; Hochschulsystem; Hochschulwesen; Politische Betätigung; Programme design; Programmaufbau; Programmplanung; Öffentliche Ordnung; Studienfinanzierung; Studienförderung
Abstract	This report examines best practices in the delivery of Student Support Services (SSS), one of the three Special Programs for Disadvantaged Students known as the TRIO programs. Data have shown that participation in student support services has a positive effect on student outcomes, but many participants do not receive enough services to receive significant benefits. This study was based on case studies that were conducted of five local projects in 1996 drawn from 30 projects in the National Study of Student Support Services, a longitudinal survey of students begun in 1991. The five sites ranged from a small, rural community college to a large state university and also included an historically Black college and a small-town branch of a large, public institution. The most important common practices across the projects were: (1) a project-designed freshmen-year experience; (2) an emphasis on academic support for developmental and popular freshman courses; (3) extensive student service contacts; (4) targeted participant recruitment and participation incentives; (5) dedicated staff and directors with strong institutional attachments; and (6) an important role on campus. The dynamics of different modes of service are summarized. These include discussion of group learning, active counseling, and integrated services. Appended are reports of project characteristics in 1992 and 1996 and project budgetary information for 1995-96. (JLS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC