Achieving Equity: An Evaluation of a Multi-Component, Lower Division Student Success Program

Abstract

The purpose of this study was to evaluate an academic support program that aims to improve persistence and graduation for lower-division students who are low income, first generation, and/or underrepresented. Students were organized in 10 academies that serve as a “school within a school” and have three main elements: a pathway of two linked general education courses that students follow, cohort-style, over four semesters; wraparound student services integrated into the classroom; and a 45-hour faculty development process. Program participants (<em>n </em>= 2,281) were compared to a matched comparison group (<em>n </em>= 2,276). Multimodal logistic regression analyses showed that program participants statistically significantly outperformed the comparison group on every outcome measure: GPA, completion of developmental coursework, persistence toward graduation, and graduation rates.