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KEY FINDINGS

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Presented here are findings from Phase I of the Promoting At-Promise Student Success (PASS) Project. This six-year mixed methods study explored a comprehensive college transition program (CCTP) that serves low-income, primarily first-generation students, as well as racially minoritized students (whom we collectively refer to as “at-promise” students).

The goal of the study was to understand whether, how, and why the CCTP develops a set of traditional academic short- and long-term outcomes such as retention and GPA, and a set of key psychosocial outcomes (described below) that capture important facets of the college student experience and are associated with persistence and graduation. This work makes several contributions to the student success movement and in promoting equitable outcomes for at- promise students..

To learn about emerging findings from PASS Phase II, please visit our news & events page.

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What Kind of Intervention Did We Study?

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These findings add to an emerging research base around CCTPs. Thanks to researchconducted over the past decade, policymakers, practitioners, and foundations areunderstanding that single interventions (e.g. one-time programming), located mostly in thefirst year, are often not effective for increasing postsecondary outcomes for at-promisepopulations. As a result, institutions are investing in comprehensive programs that vary inlength from a semester to four years and provide an array of support for at-promise studentpopulations. The researchers on this project developed a typology of these programs to aidfuture work within this literature base, please see: Hallett, Kezar, Perez, & Kitchen, 2019.

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Study findings results from research conducted with the Thompson Scholars Learning Communities (TSLC), a CCTP that includes multiple program elements:

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Through these CCTP elements, students have structured and unstructured opportunities for meaningful academic and social interactions with key CCTP affiliates including staff, instructors/faculty, and peers. These interactions are important aspects of the program that cut across multiple program elements.

What Did We Study?

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The PASS project explored and documented whether, how, and why TSLC programs produced positive student academic and psychosocial outcomes. Measures of student success not only included traditional academic short- and long-term outcomes such as retention and GPA, but also psychosocial outcomes such as validation, mattering, and sense of belonging as well as academic, social, and career self-efficacy.

The researchers conceptualized students’ college experience in terms of Astin’s student engagement model (1993 2 ).

We aimed to better understand students’ college experiences, with a particular focus on CCTP experiences. The findings focused on key psychosocial outcomes that have been linked to studentsuccess:

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Mattering: the extent to which a student perceives themselves to be valued as an individual and that others care about their personal wellbeing and success. [We examined students’ mattering to both TSLC and the campus as a whole (Rosenberg & McCullough, 1981 3 )].

Sense of Belonging: the extent to which a student feels connected to a group, accepted by their peers, and that they are an integral part of the campus community. [We examined students’ belonging to both TSLC and the campus as a whole (Strayhorn, 2019 4 )].

Academic Self-Efficacy: the extent to which a student feels they can succeed academically (Zimmerman et al., 1992 5 ).

Social Self-Efficacy: the extent to which a student feels they can successfully navigate social interactions (Anderson & Betz, 2001 6 ).

Career & Major Self-Efficacy: the extent to which students are able to successfully decide on a major and career path (Betz, 2006 7 ).

Validation: a proactive process of affirmation and recognition of students’ abilities as scholars and their diverse assets by institutional agents including instructors and staff. Validation encompasses two forms: academic and interpersonal (Rendón, 1994; Rendón & Muñoz, 2011 8 ). In this study validation is not a direct outcome, but is a process that facilitates positive psychosocial outcomes.

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The research team additionally examined cumulative GPA and persistence and degree attainment as measures of students’ academic success.

What Did We Learn?

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Over the course of six years, the PASS Project research team generated findings to expand knowledge about how postsecondary institutions, CTTPs and practitioners can best support at- promise students’ success. Below we share selected findings in response to a series of questions about the CCTP.

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