The Effects of Offering Proactive Student-Success Coaching on Community College Students' Academic Performance and Persistence

Autor/inn/en	Hall, Mark M.; Worsham, Rachel E.; Reavis, Grey
Titel	The Effects of Offering Proactive Student-Success Coaching on Community College Students' Academic Performance and Persistence
Quelle	In: Community College Review, 49 (2021) 2, S.202-237 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hall, Mark M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-5521
DOI	10.1177/0091552120982030
Schlagwörter	Academic Achievement; Academic Persistence; School Holding Power; Coaching (Performance); Performance Factors; Intervention; Program Effectiveness; Community Colleges; Two Year College Students; Open Education; Rural Education; Grade Point Average; Predictive Measurement; Learning Analytics; Student Evaluation + Suchen Sie Ihr Suchwort? Schulleistung; Leistungsindikator; Community college; Community College; Offene Erziehung; Offener Unterricht; Ländliche Erwachsenenbildung; Schulnote; Studentische Bewertung
Abstract	Objective: This study examined the effects of offering proactive student-success coaching, informed by predictive analytics, on student academic performance and persistence. Specifically, this study investigated semester grade point average (GPA) and semester-to-semester persistence of community college students as outcomes. Methods: This study involved two stages of analysis. First, we used inverse probability of treatment weighting to create appropriately balanced samples of the students offered proactive assistance and students not offered proactive assistance to approximate a randomized control trial with observational data. Then, we applied regression analyses with weights and covariates to the balanced samples to estimate outcomes. Results: Using regression analyses with weights and covariates, we estimated few statistically significant results in sample subgroup models and no statistically significant results for whole-group samples. Generally, our analyses found that the offer of the intervention had no effect on students' persistence and semester GPAs. Conclusions/Contributions: This study contributes empirical results to the emerging literature regarding student-success coaching, predictive analytics, and student-monitoring systems. The results demonstrate the necessity of performing rigorous analyses on these predictive-analytic systems and reveals ethical concerns that should be considered in designing interventions. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01