打造大学坚持之路：底特律承诺之路计划实验评估

IF 2.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Evaluation and Policy Analysis Pub Date : 2024-03-11 DOI:10.3102/01623737241230474

Stacey L. Brockman, Jasmina Camo-Biogradlija, Alyssa Ratledge, Rebekah O’Donoghue, Micah Y. Baum, Brian Jacob

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引用次数: 0

摘要

底特律的学生在获得大学学位的过程中克服了重重困难。本文报告了一项旨在为低收入社区大学生提供支持的计划的随机评估结果。底特律承诺之路 "计划旨在补充现有的 "大学承诺 "奖学金，为学生提供辅导、暑期参与和经济奖励。评估发现，与只获得奖学金的学生相比，获得该计划资助的学生注册的学期更多，获得的学分也更多。然而，在 3 年的时间里，该计划对学生获得学位的影响并不明显。这篇文章探讨了完成学位的系统性障碍，并为设计干预措施以提高中学后教育公平性提供了借鉴。

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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Forging a Path to College Persistence: An Experimental Evaluation of the Detroit Promise Path Program

Detroit students who obtain a college degree overcome many obstacles to do so. This article reports the results of a randomized evaluation of a program meant to provide support to low-income community college students. The Detroit Promise Path program was designed to complement an existing College Promise scholarship, providing students with coaching, summer engagement, and financial incentives. The evaluation found that students offered the program enrolled in more semesters and earned more credits compared with those offered the scholarship alone. However, at the 3-year mark, there were no discernable impacts on degrees earned. This article examines systemic barriers to degree completion and offers lessons for the design of interventions to increase equity in postsecondary attainment.

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来源期刊

Educational Evaluation and Policy Analysis EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

5.90%

发文量

期刊介绍： Educational Evaluation and Policy Analysis (EEPA) publishes manuscripts of theoretical or practical interest to those engaged in educational evaluation or policy analysis, including economic, demographic, financial, and political analyses of education policies, and significant meta-analyses or syntheses that address issues of current concern. The journal seeks high-quality research on how reforms and interventions affect educational outcomes; research on how multiple educational policy and reform initiatives support or conflict with each other; and research that informs pending changes in educational policy at the federal, state, and local levels, demonstrating an effect on early childhood through early adulthood.