Closing the Equity Gap: Student Support Services Matter

• In Event: Roundtable Session 30
  In Roundtable Session: Instructional, Programmatic, and Student Service Support for Undergraduate Students

Abstract

Built upon retention and persistence literature, this study examines the effectiveness of a recent student success intervention at a comprehensive, four-year public institution. Developed in conjunction with the Gateways to Completion (G2C) initiative, the intervention program provided a constellation of integrated support services, including the provision of peer “course assistants” for gateway courses, developmental academic advising, and Pell grants. Our findings from the inaugural data show that the G2C course assistants enhanced student performance by significantly increasing good academic standing and decreasing DFWI rates. Additionally, the utilization of academic advising services significantly narrowed the persistence gap regardless of students’ first-generation status, Pell Grant eligibility, or race/ethnicity. Finally, the distribution of Pell Grants significantly improved retention, particularly among first-generation students.

Authors

• Erika Beck, Nevada State College

• Tony Scinta, Nevada State College

• Robin Cresiski, Nevada State College

• Sandip Thanki, Nevada State College

• Qingmin Shi, Nevada State College