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

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH

Community College Review Pub Date : 2021-04-01 DOI:10.1177/0091552120982030

Mark M. Hall, R. Worsham, Grey Reavis

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引用次数: 6

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.

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积极主动的学生成功辅导对社区大学生学习成绩和毅力的影响

目的：本研究考察了在预测分析的基础上提供积极主动的学生成功辅导对学生学习成绩和毅力的影响。具体而言，本研究调查了社区大学生的学期平均绩点（GPA）和学期间的持续性。方法：本研究分两个阶段进行分析。首先，我们使用治疗加权的逆概率来创建提供主动协助的学生和未提供主动协助学生的适当平衡样本，以利用观察数据近似随机对照试验。然后，我们将具有权重和协变量的回归分析应用于平衡样本，以估计结果。结果：使用具有权重和协变量的回归分析，我们在样本亚组模型中估计了很少有统计学显著性的结果，而在整个组样本中没有统计学显著性结果。总体而言，我们的分析发现，提供干预措施对学生的毅力和学期GPA没有影响。结论/贡献：本研究为有关学生成功辅导、预测分析和学生监控系统的新兴文献提供了实证结果。研究结果证明了对这些预测分析系统进行严格分析的必要性，并揭示了在设计干预措施时应考虑的伦理问题。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Community College Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

7.70%

发文量

期刊介绍： The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.