College Programs for High-Risk and Disadvantaged Students: A Meta-Analysis of Findings

Kulik, Chen‐Lin C.; Kulik, James A.; Shwalb, Barbara J.

doi:10.2307/1170370

Cited by 28 publications

(44 citation statements)

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“…High-risk and disadvantaged college students have also shown some improvement in academic achievement when enrolled in special programs that included study skills courses (Kulik, Kulik, & Shwalb, 1983). Weinstein and Underwood (1985) reported increased grade point average (GPA) and reading comprehension and reduced anxiety after a 3-credit semester course on learning strategies.…”

Section: Navy Personnel Research and Development Centermentioning

confidence: 99%

Relation of Study Factors to Performance in Navy Technical Schools

Randel¹,

Main²,

Seymour³

et al. 1992

Military Psychology

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Section: Navy Personnel Research and Development Centermentioning

confidence: 99%

Relation of Study Factors to Performance in Navy Technical Schools

Randel¹,

Main²,

Seymour³

et al. 1992

Military Psychology

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“…These are designed to equip incoming students with skills, knowledge, and support networks for successful college-going (CCCSE 2012; Levin et al 2010;Price and Tovar 2014). There is growing evidence these practices have the potential to impact a number of desirable student outcomes (see reviews by Brownell and Swaner 2009;Crisp and Taggart 2013;Kulik et al 1983;Karp 2011;Swaner and Brownell 2009). However, most related research is conducted in the 4-year sector.…”

Section: Introductionmentioning

confidence: 99%

An Empirical Typology of the Latent Programmatic Structure of Community College Student Success Programs

Hatch

Bohlig

2015

Res High Educ

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The definition and description of student success programs in the literature (e.g., orientation, firstyear seminars, learning communities, etc.) suggest underlying programmatic similarities. Yet researchers to date typically depend on ambiguous labels to delimit studies, resulting in loosely related but separate research lines and few generalizable findings. To demonstrate whether or how certain programs are effective there is need for more coherent conceptualizations to identify and describe programs. This is particularly problematic for community colleges where success programs are uniquely tailored relative to other sectors. The study's purpose is to derive an empirical typology of community college student success programs based on their curricular and programmatic features. Data come from 1047 success programs at 336 U.S.-based respondents to the Community College Institutional Survey. Because programs might be characterized by their focus in different curricular areas and combinations of foci, we used factor mixture modeling, a hybrid of factor analysis and latent class analysis, which provides a model-based classification method that simultaneously accounts for dimensional and categorical data structures. Descriptive findings revealed extensive commonalities among nominal program types. Inferential analysis revealed five factors (types) of program elements, combined in unique ways among four latent program types: success skills programs, comprehensive programs, collaborative academic programs, and minimalist programs. We illustrate how the typology deconstructs nominal categories, may help unify different bodies of research, and affords a common framework and language for researchers and practitioners to identify and conceptualize programs based on what they do rather than by their names. 72

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“…Kulik, Kulik, and Schwalb (1983) conducted a meta-analysis including half a dozen studies on remedial and development classes. Kulik et al found that these courses had a small effect on GPA (Cohen's d = .05) and persistence (d = .13).…”

Section: Two-year Institutionsmentioning

confidence: 99%

Advancing the Quality and Equity of Education for Latino Students: A White Paper

Young

Lakin

Courtney

et al. 2012

ETS Research Report Series

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This white paper provides an overview of the issues that affect the quality and equity of education in grades K-16 for Latino students in the United States. This paper is organized chronologically to reflect the typical educational timeline for students in the United States, and we focused on several key transition points in the educational timeline: from elementary school to middle school, from middle school to high school, from high school to college, and from a two-year college to a four-year college. Each of these transition points can pose challenges for every student, but in this paper, we focused specifically on the unique challenges that Latino students encounter. It is our hope that this paper will provide an impetus to action and will serve as a guide for future directions for collective research efforts on the critical issues regarding the education of Latino students in the 21st century.Key words: Latino students; Hispanic students; academic achievement; educational transitions; student demographics ii Executive SummaryToday, the state of education for Latino students in the United States is at a crisis point.The loss of human and social capital that results from the underachievement of Latino students is a significant barrier for our country in meeting the demand for an educated and talented workforce to compete globally in the 21st century. On an individual level, when Latino students are not provided with the same opportunity to receive a world-class education as other students, they are denied the chance to fully realize their potential as students, workers, and citizens. The present conditions of education for Latino students will not improve unless concerted efforts are made to effect change from educators, politicians, policy makers, researchers, and parents. ETS, as the world's leading assessment organization, should play a central role in advancing the quality and equity of education for Latino students in the United States through our work in assessment, research, and outreach. This goal is the very embodiment of our corporate mission to advance quality and equity in education for all people worldwide.As a step toward meeting this goal, this white paper was commissioned by ETS. It was written to provide an overview of the issues that affect the quality and equity of education in grades K-16 for Latino students in the United States. The paper is organized chronologically to reflect the typical educational timeline for students in the United States. We focused on several key transition points in the educational timeline: from elementary school to middle school, from middle school to high school, from high school to college, and from a two-year college to a fouryear college. Each of these transition points can pose challenges for every student, but in this paper, we focused specifically on the unique challenges that Latino students encounter.To preview the ideas and topics in the white paper, we highlight three key findings on the current status of education for Latino students in Am...

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College Programs for High-Risk and Disadvantaged Students: A Meta-Analysis of Findings

Cited by 28 publications

References 0 publications

Relation of Study Factors to Performance in Navy Technical Schools

Relation of Study Factors to Performance in Navy Technical Schools

An Empirical Typology of the Latent Programmatic Structure of Community College Student Success Programs

Advancing the Quality and Equity of Education for Latino Students: A White Paper

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