Single Stop has potentially positive effects on progressing in college among first-time community college students¶

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

Subclaims¶

q3 i1 Across two quasi-experimental studies meeting WWC standards, Single Stop showed a statistically significant positive effect on progressing in college, with an outcome-average improvement index of +8 percentile points based on 10,231 students. → daugherty-persistence-1 q2 i1 In the Zhu et al. (2018) matched-pairs study at Community College of Philadelphia, three-year persistence was 25.40% for Single Stop students versus 15.80% for matched comparison students (effect size 0.36). → zhu-three-year

Evidence¶

daugherty-persistence-1¶

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

q2 · i1 · causal · r2

A quasi-experimental design using Coarsened Exact Matching across 11 community college campuses, with 2,477 intervention and 7,144 comparison first-time students; one-year persistence favored intervention (54.90 vs 51.80, effect size 0.08) and the domain average effect size was 0.06 with a "+2" improvement index, statistically significant.

"Findings from Daugherty et al. (2016) show evidence of a statistically significant positive effect of Single Stop on progressing in college."

zhu-three-year¶

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

q2 · i1 · causal · r2

A propensity-score-matched quasi-experimental study of first-time Community College of Philadelphia students; Table 4 reports three-year persistence of 25.40% versus 15.80%, a mean difference of 9.60 points, an effect size of 0.36, and +14 improvement index, p <.01.

"The analytic sample for the three-year persistence outcome included 305 students in the intervention group and 305 students in the comparison group."

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 academic achievement of first-time community college students — related