This report is an evaluation of the i3 development grant Think College Transition (TCT), an inclusive dual enrollment transition model to improve achievement and post-school outcomes for students with intellectual disabilities or autism (ID/A). The model offers an innovative approach to transition services for students with intellectual…

Objective: College students with attention deficit/hyperactivity disorder (ADHD) are at increased risk for numerous educational and psychosocial difficulties. This study reports findings from a large, multisite randomized controlled trial examining the efficacy of a treatment for this population, known as ACCESS -- Accessing Campus Connections and…

National studies reveal that 50 percent to 70 percent of community college students are required to take developmental, or remedial, math courses upon enrollment, and only 20 percent of developmental math students ever successfully complete a college-level math course. Taking up the challenge is the "New Mathways Project" (NMP),…

Until recently, most colleges required students to pass a college-level algebra course in order to earn a degree. As many as 50 percent to 70 percent of community college students enter college unprepared to take these courses, and fewer than 20 percent of such students ever successfully complete a college-level math course; the rest are…

This research study compared the effects of the intrusive form of developmental academic advising (IDAA) and the influence of additional academic support services on the mean cumulative Grade Point Averages (GPAs) of 4 randomly assembled groups of academically at-risk college students during 2 separate semesters. Academically at-risk students are…

Growing experimental evidence demonstrates that low-touch informational, nudge, and virtual advising interventions are ineffective at improving postsecondary educational outcomes for economically-disadvantaged students at scale. Intensive in-person college advising programs are a considerably higher-touch and more resource intensive strategy; some…

Equal representation within higher education science, technology, engineering, and mathematics (STEM) fields and the STEM workforce in the United States across demographically diverse populations is a long-standing challenge. This study uses two-to-one nearest-neighbor matched-comparison group design to examine academic achievement, pursuit of…

This paper uses qualitative and quantitative data to compare the outcomes of students at Chabot College who participated in an accelerated, one-semester developmental English course and their peers who participated in a two-semester sequence. The sample included first-time students who entered college between summer 1999 and fall 2010; students…

With the changing U.S. demographics, higher numbers of diverse, low-income, first-generation students are underprepared for the academic rigors of four-year institutions oftentimes requiring assistance, and remedial and/or developmental coursework in English and mathematics. Without intervention approaches these students are at high risk for…

In this study, we explored whether a residence life plan designed to meet the academic and psychosocial development of at-risk housing students, where oversight and support were provided on a weekly basis, and a proactive, intrusive counseling approach was implemented, would be effective for academic success. Participants included 74 urban at-risk…

The EXCEL Program began as a National Science Foundation-sponsored STEM Talent Expansion Program in 2006 and, because of its significant impact on retention of STEM majors, has since become an institutionalized program at the University of Central Florida. The University of Central Florida EXCEL Program annually recruits approximately 200…

In a randomized-controlled trial, we tested 2 brief interventions designed to mitigate the effects of a "chilly climate" women may experience in engineering, especially in male-dominated fields. Participants were students entering a selective university engineering program. The "social-belonging intervention" aimed to protect…

This study examined the effect of the NOVA program, a Students Support Services program at Eastern Kentucky University, on academic success for first-generation and low-income college students. An archival database was used to identify differences in the level of academic success among first-year students in the NOVA program from fall-to-fall of…

In the United States, less than half of the students who enter into science, technology, engineering, and mathematics (STEM) undergraduate curricula as freshmen will actually graduate with a STEM degree. There is even greater disparity in the national STEM graduation rates of students from underrepresented groups with approximately three-fourths…

Supplemental Instruction (SI) is a national program designed to aid college student learning. Many researchers have noted that analysis of the impact of the SI program on student achievement is problematic as a result of the inherent self-selection bias. We apply a sufficiently sophisticated statistical technique that controls for the…