ERIC ED370512: National Study of Student Support Services. Interim Report: Volume I: Program Implementation.

333 Pages·1994·10.6 MB·English

by  ERIC

DOCUMENT RESUME
HE 027 472
ED 370 512
Cahalan, Margaret; And Others
AUTHOR
National Study of Student Support Servicls. Interim
TITLE
Report: Volume I: Program Implementation.
Mathematica Policy Research, Washington, DC.; SMB
INSTITUTION
Economic Research, Inc., Washington, DC.; Westat,
Inc., Rockville, MD.
Department of Education, Washington, DC. Office of
SPONS AGENCY
Planning, Budget, and Evaluation.
PUB DATE
94
CONTRACT
LC-90053001
359p.; For Volume II, see HE 027 473.
NOTE
PUB TYPE Research/Technical (143)
Reports Reports
Evaluative/Feasibility (142)
MF01/PC15 Plus Postage.
EDRS PRICE
Academic Achievement; *Academic Persistence;
DESCRIPTORS
Administrators; Case Studies; *College Students;
Compensatory Education; Disadvantaged Youth; Dropout
Prevention; *Economically Disadvantaged; Educational
Attainment; *Federal Programs; Graduation; Higher
Education; *High Risk Students; High Schools;
National Surveys; Program Effectiveness; Program
Evaluation; *Student Personnel Services
*Student Support Services
IDENTIFIERS
ABSTRACT
This is the first interim report of the
congressionally mandated National Study of Student Support Services
(SSS), a federally funded grant program designed to help economically
disadvantaged students achieve success at the postsecondary level.
The program is intended to facilitate disadvantaged students' high
school completion, entry into and completion of postsecondary
education, and entry into graduate study. The report combines the
results of two parts of the study. The first part (Chapters 2-6)
provides an overview of the SSS program drawn from several national
data sets and a survey of 200 SSS project directors. The second part
(Chapters 7-9) presents the results of case studies of support
services, policies, and programs in 50 institutions, of which 30 have
SSS projects and 20 do not. Key findings are highlighted at the start
of each chapter and they include: (1) the proportion of low income
families has grown for each educational group except those in which
at least one member has a college degree;
(2) noncognitive factors
important in college success amOng this population are a positive
self-concept, realistic self-appraisal, ability to deal with racism,
(3) SSS funding was $10 million
and preference for long-term goals;
in 1970 and $130 million in 1993; and (4) 25 percent of higher
education institutions receive SSS funding. Appendices detail
sampling methodology and provide additional details of study
preliminary findings. (Contains 118 references.) (JB)
***********************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
***********************************************************************
U.S. DEPARTMENT OF EDUCATION
Mice of Educational Rosnarch and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
laThis document has been reproduced as
received from the person or organization
originating it
O Minor changes have been made to
improve reproduction quality
Points ol view or opinions stated in this
document do not necessarily represent
official OERI position or policy
National Study of Student Support Services
Interim Report:
Volume 1
Program Implementation
Margaret Cahalan, Project Director, Westat
Lana Muraskin, Principal Investigator, SMB
David Goodwin, Project Officer
Planning and Evaluation Service
U.S. Department of Education
1994
OFFICE OF THE UNDER SECRETARY
U.S. DEPARTMENT OF EDUCATION
The views expressed in this report, developed under contract to the U.S. Department of
Education, do not necessarily reflect the position or policy of the Department, and no official
endorsement by the Department should be inferred.
ACKNOWLEDGMENTS
National Study of Student
and coordination of many people. The
1
Every study depends on the cooperation
Budget and Evaluation,
the direction of the Office of Planning,
Support Services was conducted under
Allen Ginsberg was the Division
Department of Education.
Planning and Evaluation Service, U.S.
Project Officer.
Director and David Goodwin was the
with SMB Economic
with Westat, Inc., and subcontracts
The study was performed under contract
Cahalan, project
(MPR). The project team included Margaret
Research and Mathematica Policy Research
Jacqueline Severynse,
investigator, David Wright, statistician;
director, Lana Muraskin, principal
Ward, survey operations
analyst; David Myers, senior analyst Diane
statistician; Bradford Chaney, senior
data preparation; Carin Celebuski,
contact coordinator, Selma Chen,
manager, Candi Hitchcock, program
Reports
Belsheim, programmer, and Ethel Sanniez, programmer.
propensity analysis coordinator, Allen
Litman, editor, and Sylvie Wanen, word
assistance of Susan Hein, graphics; Carol
were prepared with the
Brigham, James
Henderson, Adrienne Von Glatz, Nancy
processing. The site visitors were Allison
1
Marshall, Lana
Sheila Rosenblum, Carin Celebuski, Evelyn
Caruthers, Claryce Nelson, Elaine Carlson,
Lance Hodes provided
Carlson was the site visit scheduler.
Muraskin, and Margaret Cahalan. Vicky
Westat corporate support for the project.
technical review panel
and reports was provided by the
Ongoing helpful review of the study design
Sedlacek, and Vincent Tinto.
James Palmer, Oscar Porter, William
members Frank Brown, Barbara Cope,
provided consultation on the initial design.
John Coulson and Matthew Miles
and participants and
the Student Support Services project staff
We especially acknowledge with gratitude
schedules to provide the
members that took time from busy
the higher education institt:.',ons staff
cooperation, the study could
based. Without their very extensive
information upon which this report is
not have been conducted.
1
CONTENTS
Page
Chapter
xv
Executive Summary
Introduction
1-1
1
Study Design and Methodology
1-2
Organization of the Report
1-3
Other Reports
1-3
The Need for Services: Poverty, Economic Inequality, and Educational
2
2-1
Attainment:
1966-91
2-1
Highlights
2-2
Poverty Levels: 1966-91
2-4
Under 150 Percent of Poverty
2-5
Levels of Economic Inequality
2-7
Income and Education
2-14
Changes in Levels of Educational Attainment:
1970-91
2-14
High School Graduation
2-16
Participation in Higher Education
2-18
Differences in College Participation by Family Income
2-21
Distribution of Bachelor's Degrees Awarded
2-21
First Generation College
2-22
College Retention Rates
2-25
Higher Education Changes
2-26
Implications for the SSS Study
Studies of Student Retention and Evaluations of Supplemental Services
3-1
3
Highlights
3-1
Student-Based Predictors of Academic Success and Reasons for Leaving College
3-1
Factors Students Bring to College
3-1
3-2
Student Integration and Institutional Fit
3-4
Describing the I-klaving Process
Research on Institutional Characteristics that Promote Retention
3-6
Recommended Activities To Foster Academh and Social Integration and Goal
Attainment for Students
3-8
3-9
Recommendations Specific to Two-year Schools
Research on the Characteristics and Effectiveness of Specific Programs Designed to
Help Disadvantaged Students (Federal Student Support Services Programs and
3-9
Nonfederal Programs)
3-9
Previous SSS Evaluations and Studies
3-12
Studies of Other Support Service Projects
3-13
Implications of Related Research for the SSS Study
1
CONTENTSContinued
Chapter
Page
4
Statistical Overview of SSS Projects and Summary of Requirements of the Federal
Student Support Services Program: 1970-93
4-1
Highlights
4-1
Statistics Concerning the SSS Program: 1970-93
4-2
Basic Legislation and Regulations Governing the SSS Program and Major Changes:
1970-93
4-9
The Grant Selection Process
4-11
IP
Changes in the 1992 Reauthorization
4-13
Characteristics of Institutions Receiving Student Support Services Grants
5-1
5
Highlights
5-1
Characteristics of Institutions Receiving SSS Grants
5-2
Admissions Policies
5-6
Services and Programs Offered by SSS and Non-SSS Institutions
5-7
Retention
5-8
Results of the 1991-92 Survey of Project Directors
6
6-1
I
Highlights
6-1
Characteristics of SSS Projects
6-2
Characteristics of Students Served
6-9
Tutoring Program Characteristics
I
6-19
SSS Project Needs and Outcomes
6-25
Evaluation of Federal Regulations
6-26
Aspects That Are Problematic
6-28
1
Changes to Their Projects
6-29
Institutional Policies and Procedures
6-30
The Nature of Student Support Services Projects
7-1
7
Highlights
7-2
Support Services Overview
7-3
The Stnicture of SSS Projects
7-4
The Separate SSS Projects
7-5
The Blended SSS Projectf
7-11
The Services the Projects Provide
7-13
Academic Advising and Other Counseling
7-14
Tutoring and Supplementary Instruction
7-33
Developmental and Other Courses
7-41
Summer Programs
7-46
iv
CONTENTS--Continued
Chapter
Page
Targeting and the SSS Clientele
7-52
Wide Recruitment Projects
7-52
Targeted Projects
7-61
The Characteristics of Participants
7-63
Recruitment and Participation of Students with Disabilities
7-63
7-70
Conclusion
The Institutional Context for SSS Projects and Project Impact
8-1
8
Introduction
8-1
Highlights
8-1
The Role of SSS Projects in Grantee Policy and Programs
8-2
Project Role in Institutional Policymaking
8-2
Relations Between SSS, Other Providers, and Administrative Offices
8-10
Physical Facilities as an Indication of Institutional Support
8. 11
Exceptions
8-11
Institutional Policies at SSS Grantees and Comparison Institutions
8-12
Policies to Encourage Enrollment, Retention, and Completion by
8-12
Disadvantaged Students
Differences in Recruitment/Admissions Policies Between Grantee Institutions
and Comparable Nongrantee Institutions
8-21
Differences in Financial Aid Policies Among Grantee and Comparison
8-30
Institutions
Services for Disadvantaged Students
8-30
Services for Students with Disabilities
8-39
Comparing SSS Grantees and Nongrantees on Extent of Services
8-39
8-47
Services Integration
8-48
Policies Aimed at Keeping Students in Good Standing
8-55
Institutional Mission and Climate
8-70
Summary
Federal Policy Reform in Student Support Services
9-1
9
9-1
Highlights
9-3
Ensuring the Addivity of Federal Funds
9-3
B ackground
9-5
Real World Dilemmas
9-7
Reforming the Nonsupplanting Test
9-9
The Impact of the Change in the Real World
CONTENTS--Continued
Chapter
Page
Meeting SSS Participants' Financial Needs
9-10
Background
9-10
The Choices Institutions Make
9-11
An Alternative Approach
9-17
Project Evaluation and Student Perfonnance
9-18
Service Provision Goals
9-18
Student Outcome Goals
9-19
General Observations about Goal Setting
9-26
Data Collection and Analysis
9-26
Alternatives for Improving the Evaluation System
9-27
Additional Policy Concerns
9-29
Building Institutional Capacity for service Delivery
9-30
Summary of Findings
9-30
The Demonstration Approach
9-32
The Institutional Planning Approach
9-33
LIST OF TABLES
Table
I
Number and percentage of persons in poverty and whose income is under 150
2-1
percent of poverty, by race and Hispanic origin:
2-4
1991
I
Families by median total money income in 1991 CPI-U dollars, by African-
2-2
American, Hispanic, and white origin:
selected years, 1967-91
2-6
I
Four-month average earnings, work activity, and educational attainment for all
2-3
those 18 and over, by race and Hispanic origin, 1990
2-7
I
2-4a
Median and mean income by gender, race/ethnicity, and educational attainment
for year-round full-time workers 25 years of age and older. 1991
2-9
I
24b
Female year round full-time workers' income as percentage of income for males
and African-American and Hispanic income as percentage of white income, by
gender and educational attainment: 1991
2-10
I
Median relative income of persons aged 25 to 64, by race/ethnicity and years of
2-5
school completed: selected years, 1964-89
2-13
I
Enrollment rates of all 18- to 24-year-olds, by family income: 1986-90
2-6
2-18
Retention and transfer rates at higher education institutions, by institutional
2-7
characteristic: United States
2-23
9
vi
CONTENTSContinued
LIST OF TABLESContinued
1
Page
Table
1
Retention at higher education institutions, by institution selectivity and by
2-8
2-24
admissions: United States
Funding of Student Support Services projects, number of projects, average grant
4-1
4-2
amount per project, and average number of students served per project:
1970-93
.
Number of SSS projects currently funded and number of total higher education
5-1
institutions serving freshmen, by institutional namcteristics: 1992
5-3
Percentage distribution of total first-time freshman students and SSS participants,
5-2
5-4
by institution type and control: 1988
5-7
Admissions policies at SSS and non-SSS institutions
5-3
Percentage of SSS and non-SSS institutions offering services
5-7
5-4
Percentage of SSS and non-SSS institutions adopting new programs or modified
5-5
existing programs to increase retention over the last 5 years:
5-8
1990
Percentage of SSS and non-SSS institutions indicating their program to retain
5-6
5-8
great impact on retention: 1990
students had
Percentage of students returning the second year to SSS and non-SSS institutions,
5-7
5-8
by race/ethnicity
Year institution first received Student Support Services (SSS) grant from U.S.
6-1
Department of Education, by institutional characteristics (includes only institutions
6-4
awarded grant by 1987 and refunded in 1990)
Presence of other federal programs at SSS grant institutions, by institution
6-2
6-6
level and control: 1991
Percentage of SSS projects reporting offering service and mean number served by
6-3
projects having service:
1990-91
6- 7
1
6-8
1988
Number and percentage of prticipants receiving service:
6-4
6-13
1991-92
Reasons students participate in SSS, by institution level and control:
6-5
.
.
Studeat Support Services (SSS) recruitment and eligibility practices, by institution
6-6
6-14
level and control:
1991
Student commitment to project, average usage of services, and level of excess
6-7
6-15
1991-92
demand, by institution level and control:
vii
4
0