Bundling multiple interventions is associated with relatively strong effects on developmental students' outcomes¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The panel reports that bundling interventions—such as full-time enrollment, enhanced advising, tutoring, accelerated coursework, a cohort model, or student financial incentives—is associated with relatively strong effects in developmental students' outcomes. → Bailey 2016

Evidence¶

Bailey 2016¶

Bailey, T., Bashford, J., Boatman, A., Squires, J., Weiss, M., Doyle, W., Valentine, J. C., LaSota, R., Polanin, J. R., Spinney, E., Wilson, W., Yeide, M., & Young, S. H. (2016). Strategies for postsecondary students in developmental education – A practice guide for college and university administrators, advisors, and faculty. Washington, DC: Institute of Education Sciences, What Works Clearinghouse. https://ies.ed.gov/ncee/wwc/PracticeGuide/23

q2 · i? · review · r2

A panel assertion in the guide's introduction, offered without a specific effect size or cited studies in the quoted passage. The article presents it as an observation about combinations such as advising, tutoring, accelerated coursework, cohorts, and incentives.

"the evidence suggests that the bundling of interventions is associated with relatively strong effects in developmental students' outcomes"

Discussion¶

Related Claims¶

• Almost 10 percent of students from the first two cohorts of the CNMCC Breaking Through Construction Apprenticeship Program entered a formal apprenticeship — related
• High dosage tutoring can produce accelerated academic growth for academically at-risk students if implemented effectively and at proper scale — related
• High-dosage tutoring directly tied to classroom content can substantially accelerate learning in math and reading for the most struggling students — related
• ASAP likely increases community college students' graduation and degree attainment rates — a narrower finding that bears on this claim
• The between-cohort exam gain is attributable only to a composite intervention (autograding plus corrections plus expanded office hours), not to LaTA alone — related