Keeping Students on Course: An Impact Study of a Student Success Course at Guilford Technical Community College

Cullinan, Dan; Rutschow, Elizabeth Zachry; Welbeck, Rashida

doi:10.2139/ssrn.2045924

Cited by 12 publications

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“…Other analyses found gains for FYS participants over their counterparts on financial literacy (Anderson & Card, 2015), social adjustment (Conley et al, 2013;Enochs & Roland, 2006), self-assessed academic skills (Justice et al, 2009;Keenan & Gabovitch, 1995), and various attitude scales (Padgett et al, 2013;White, 2005). Finally, mixed significances were found for various other quantitative and qualitative measures (Culver & Bowman, 2020;Potts & Schultz, 2008;Rutschow et al, 2012).…”

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confidence: 99%

“…Randomized controlled trials are the gold standard in research and there are only a handful of published studies of this type with positive outcomes for FYS students (e.g., Anderson & Card, 2015;Rutschow et al, 2012). Quasi-experimental designs (studies that use comparison groups) are the next most rigorous and address threats to internal and external validity in research when random assignment is impossible or unethical (Campbell & Stanley, 1963).…”

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confidence: 99%

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A Quasiexperimental Analysis of First-Year Seminar Outcomes at a Large University

Das

Schmitt

Stephenson

2021

Journal of College Student Retention: Research, Theory & Pr

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First-year seminars (FYS) comprise one of 11 researched interventions in postsecondary education known as High-Impact Practices, but few rigorous studies report significantly high impacts. This study examined a FYS employing propensity score matching to link cases and controls in a quasi-experimental design. One semester later cumulative grade point average (GPA), cumulative hours attempted, and 1-year later indicators (hours earned, hours attempted, and term GPA) were statistically different between the two groups. Three freshman survey items were also statistically significant and differences were observed within the same semester of the program. Quantitative differences did not appear immediately but appeared one term and 1 year later. Mean differences did not appear to diminish between groups over time. This analysis helps to fill a void in the paucity of studies clarifying the relationship between FYS participation and outcomes using comparison groups.

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confidence: 99%

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confidence: 99%