Panel: Servicing the Pipeline: Identifying and Understanding the Role of Appropriately Targeting Supports and Policies to Help Students to and through Post-Secondary Success

Saturday, November 10, 2018: 8:30 AM-10:00 AM
8212 - Lobby Level (Marriott Wardman Park)

*Names in bold indicate Presenter

Panel Chairs:  Sabrina M. Solanki, University of California, Irvine
Discussants:  Daniel Klasik, George Washington University

Realizing Your College Potential? Impacts of College Board’s Realize Your College Potential Campaign on Postsecondary Enrollment
Jessica Howell1, Oded Gurantz2, Michael Drew Hurwitz1 and Matea Pender1, (1)The College Board, (2)Stanford University

Which Cognitive and Noncognitive Measures Can Help Identify Disadvantaged Talent?
Jonathan Wai, University of Arkansas and Joni Lakin, Auburn University

Impact of Early College Opportunities on English Learners
Angela Johnson and Diana Mercado-Garcia, Stanford University

The Role of Non-Cognitive Variables in Identifying Community College Students in Need of Targeted Supports
Gabe Avakian Orona1, Rachel Baker1 and Loris Fagioli2, (1)University of California, Irvine, (2)Irvine Valley College

State, federal, and institutional programs and policies to increase college access and success abound. But for these efforts to be efficient uses of money and time, attention needs to be paid to targeting them to the students who will benefit most from them. In this session, we examine this question of targeting from two angles: using novel measures to identify students who might have otherwise slipped through the cracks and examining the effects of a successful program on specific high needs groups.

In paper #1, we examine if standardized tests of cognitive and non-cognitive measures (such as abstract reasoning, spatial reasoning, leadership, and artistic skills) could help to identify likely high achieving students from traditionally underrepresented groups. The authors find that some such measures could help to identify and better serve low income, underrepresented minority, and rural talent throughout the educational pipeline. In paper #2, we examine if measures of non-cognitive ability could help to better target support services, such as enhanced counseling, in community colleges. The authors find that a rich vector of non-cognitive measures can meaningfully improve predictions of serious academic failures across all community college subgroups. The measures are most helpful for White students, which raises questions about equity and unintended consequences. Finally, in paper #3, we examine if dual enrollment through Early College opportunities can specifically help English Learners, a traditionally low performing group, access and persist in college.

This session examines the utility of a number of systems and supports (identification measures, high school-to-college programs, and community college services) in helping disadvantaged student populations. The collective findings from these studies serve to highlight not only critical junctures in the transition to and in higher education, but also creative ways to think about targeting services.

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