Single Stop has potentially positive effects on academic achievement of first-time community college students¶

Claim · All claims
Evidence · 2 studies · 2 causal r2 · q2 · i0–i1
Currency · no dated study recorded · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 In Zhu et al. (2018), the percentage of attempted college credits completed was 52.80% for Single Stop students versus 46.50% for comparison students (effect size 0.18, p = .03), and cumulative GPA was 2.59 versus 2.41 (effect size 0.16, p = .05). → zhu-achievement q2 i0 In Daugherty et al. (2016), the percentage of attempted college credits completed was identical in both groups (78.70%), yielding an effect size of 0 and no statistically significant difference in academic achievement. → daugherty-credit-null

Evidence¶

zhu-achievement¶

What Works Clearinghouse. (November 2020). Single Stop USA's Community College Initiative. https://ies.ed.gov/ncee/wwc/InterventionReport/709

q2 · i1 · causal · r2

The propensity-score-matched Zhu et al. (2018) study at Community College of Philadelphia reported the credits-completed outcome with mean difference "6.30", effect size "0.18", +7 improvement index, p .03; cumulative GPA mean difference 0.18, effect size 0.16, +7, p .05; domain average effect size 0.17, statistically significant.

"The analytic sample for the grade point average outcome included 263 students in the intervention group and 263 students in the comparison group."

daugherty-credit-null¶

What Works Clearinghouse. (November 2020). Single Stop USA's Community College Initiative. https://ies.ed.gov/ncee/wwc/InterventionReport/709

q2 · i0 · causal · r2

In the matched Daugherty et al. (2016) sample of 9,621 first-time students, the credits-completed outcome showed means of "78.70" in both groups, mean difference 0.00, effect size 0, and a WWC-calculated p-value of .80 — no significant difference; equivalence was not tested.

"The study is characterized as having indeterminate effects on academic achievement because the estimated effect is not statistically significant."

Discussion¶

Related Claims¶

• One-year persistence favored Single Stop students but college-level credits earned after two semesters showed only a marginal, statistically non-significant difference — related
• Single Stop has potentially positive effects on progressing in college among first-time community college students — related