Colleges can adopt evidence-based support practices—wrap-around advising, proactive advising, non-tuition financial support, co-requisite courses, early alert systems, and disaggregated data—to improve completion¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report's Implications section lists evidence-based approaches colleges are already using that other colleges can learn from, including "Providing a point person for students, particularly first-generation college students" with wrap-around supports, intrusive advising, emergency loans and non-tuition financial support, co-requisite rather than remedial course placement, early alert systems, and disaggregated data for faculty. It cautions that reforms working in one college often do not work in another.

Design Implications¶

Context¶

Requirements¶

• Colleges must take a comprehensive and holistic approach to supporting students and changing college culture, beyond adopting individual practices

Constraints¶

• The report states programs or reforms that work in one college often do not work at another because of implementation specifics, student body characteristics, or college context

Target Learners¶

• College students, particularly first-generation, low-income students and Black young men

Target Learning Goals¶

• Bachelor's degree completion within students' expected timelines

Related Strategies¶

• Co-designed recommendations for education/training providers: partnerships, wrap-around supports, and equitable recruitment
• Wraparound student supports: navigator, financial supports, and job placement assistance
• Combine full-time occupational enrollment with intrusive advising, financial support, and basic skills instruction
• Conduct a data-intensive Pathways Analysis during the planning year to locate loss and momentum points
• Intrusive, data-driven advising: track unregistered students, audit degree plans, and bring advising directly to students

Examples¶

• VCU University College first-year model — cohort core curriculum with proactive advising
• Educational Opportunity Program at Stony Brook — summer boot camp, advising three times a semester and a success contract

Key Sources¶

• Nagaoka, J., Mahaffie, S., Usher, A., & Arneson, A. (2023). The four years fallacy: Four-year vs. six-year bachelor's degree completion rates. Chicago, IL: University of Chicago Consortium on School Research. https://consortium.uchicago.edu/publications/the-four-years-fallacy