References
- Abelman, R., & Molina, A. (2001). Style and substance revisited: A longitudinal analysis of intrusive intervention. NACADA Journal, 21 (1&2), 32–39.
- Abt Associates. (2017). The power of coaching: Highlights from the interim report on the impact of Success Boston’s Transition Coaching on College Success. Boston, MA: Success Boston.
- Angrist, J., Lang, D., & Oreopoulos, P. (2008). Incentives and services for college achievement: Evidence from a randomized trial. American Economic Journal: Applied Economics, 1 (1), 136–163.
- Austin, P. C. (2011). Optimal caliper widths for propensity score matching when estimating differences in means and differences in proportions in observational Studies. Pharmaceutical Statistics, 10 (2), 150–161. doi:https://doi.org/10.1002/pst.v10.2
- Bettinger, E. P., & Baker, R. B. (2014). The effects of student coaching: An evaluation of a randomized experiment in student advising. Educational Evaluation and Policy Analysis, 36 (1), 3–19. doi:https://doi.org/10.3102/0162373713500523
- Carrell, S., & Sacerdote, B. (2017). Why do college-going interventions work? American Economic Journal: Applied Economics, 9 (3), 124–151.
- Carruthers, C. K., & Fox, W. F. (2015). Aid for all: College coaching, financial aid, and post-secondary persistence in Tennessee. Knoxville: The University of Tennessee.
- Castleman, B., & Goodman, J. (2015). Intensive college counseling and the enrollment and persistence of low income students. Education Finance and Policy, 13 (1), 19–41. doi:https://doi.org/10.1162/edfp_a_00204
- Clotfelter, C. T., Hemelt, S. W., & Ladd, H. F. (2018). Multifaceted aid for low-income students and college outcomes: Evidence from North Carolina. Economic Inquiry, 56 (1), 278–303. doi:https://doi.org/10.1111/ecin.12486
- Community College Resource Center. (2013). What we know about nonacademic student supports. New York, NY: Columbia University.
- Crisp, G. (2010). The impact of mentoring on the success of community college students. The Review of Higher Education, 34 (1), 39–60. doi:https://doi.org/10.1353/rhe.2010.0003
- Crisp, G., Baker, V. L., Griffin, K. A., Lunsford, L. G., & Pifer, M. J. (2017). Mentoring undergraduate students. ASHE Higher Education Report, 43 (1), 1–117. doi:https://doi.org/10.1002/aehe.20117
- Crisp, G., & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher Education, 50 , 525–545. doi:https://doi.org/10.1007/s11162-009-9130-2
- Garrido, M. M., Kelley, A. S., Paris, J., Rosa, K., Meier, D. E., Morrison, R. S., & Aldridge, M. D. (2014). Methods for constructing and assessing propensity scores. Health Services Research, 49 (5), 1–21. doi:https://doi.org/10.1111/1475-6773.12160
- George, M., Khazanov, L., & McCarthy, C. (2015). Peer coaching of at-risk students in a remedial mathematics course. Community College Journal of Research and Practice, 39 (11), 1022–1038. doi:https://doi.org/10.1080/10668926.2014.922133
- Gershenfeld, S. (2014). A review of undergraduate mentoring programs. Review of Educational Research, 84 (3), 365–391. doi:https://doi.org/10.3102/0034654313520512
- Goldrick-Rab, S. (2010). Challenges and opportunities for improving community college student success. Review of Educational Research, 80 (3), 437–469. doi:https://doi.org/10.3102/0034654310370163
- Hatch, D. K., & Garcia, C. E. (2017). Academic advising and the persistence intentions of community college students in their first weeks in college. The Review of Higher Education, 40 (3), 353–390. doi:https://doi.org/10.1353/rhe.2017.0012
- Hu, S., & Ma, Y. (2010). Mentoring and student persistence in college: A study of the Washington State Achievers Program. Innovative Higher Education, 35 , 329–341. doi:https://doi.org/10.1007/s10755-010-9147-7
- Huber, M., Lechner, M., & Wunsch, C. (2013). The performance of estimators based on the propensity score. Journal of Econometrics, 175 , 1–21. doi:https://doi.org/10.1016/j.jeconom.2012.11.006
- Hussar, W. J., & Bailey, T. M. (2017). Projection of education statistics to 2025: Forty-fourth Edition. Washington, DC: Institute of Education Sciences, National Center for Education Statistics.
- Karp, M. M. (2011). Toward a new understanding of non-academic student support: Four mechanisms encouraging positive student outcomes in the community college. New York, NY: Community College Research Center.
- Kirk-Kuwaye, M., & Nishid, D. (2001). Effect of low and high advisor involvement on the academic performance of probation students. NACADA Journal, 21 (1&2), 40–45.
- Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of the literature. Washington, DC: National Postsecondary Education Cooperative.
- Ma, J., & Baum, S. (2016). Trends in community colleges: Enrollment, prices, student debt, and completion. Research Brief. College Board Research. Retrieved from https://trends.collegeboard.org/sites/default/files/trends-in-community-colleges-research-brief.pdf
- McFarland, J., Hussar, B., Wang, X., Zhang, J., Wang, K., Rathbun, A., Barmer, A., Forrest Cataldi, E., & Bullock Mann, F. (2018). (The Condition of Education 2018 (NCES 2018-144). U.S. Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/programs/coe/indicator_cha.asp
- Mikelson, K. S., Eyster, L., Durham, C., & Cohen, E. (2017). TAACCCT goals, design, and evaluation: The Trade Adjustment Assistance Community College and Career Training Grant Program Brief 1. Washington, DC: The Urban Institute.
- Monaghan, D. B., & Attewell, P. (2015). The community college route to the bachelor’s degree. Educational Evaluation and Policy Analysis, 37 (1), 70–91. doi:https://doi.org/10.3102/0162373714521865
- O’Sullivan, K., Mulligan, R., Kuster, M., Smith, R., & Hannon, C. (2017). A college focused mentoring programme for students in socio-economically disadvantaged schools: The impact of mentoring relationship and frequency on college-going confidence, application efficacy, and aspirations. Widening Participation and Lifelong Learning, 19 (2), 113–141. doi:https://doi.org/10.5456/WPLL.19.2.113
- Page, L. C., Kehoe, S., Castleman, B. L., & Sahadewo, G. A. (2018, July 23). More than dollars for scholars: The impact of the Dell Scholars program on college access, persistence, and degree attainment. Journal of Human Resources, 0516–7935r1. Retrieved from http://jhr.uwpress.org/content/early/2017/12/01/jhr.54.3.0516.7935R1.abstract
- Rosenbaum, P. R., & Rubin, D. B. (1985). Constructing a control group using multivariate matched sampling methods that incorporate the propensity score. The American Statistician, 39 (1), 33–38.
- Schwebel, D. C., Walburn, N. C., Klyce, K., & Jerrolds, K. L. (2012). Efficacy of Advising outreach on student retention, academic progress, and achievement, and frequency of advising contacts: A longitudinal randomized trial. NACADA Journal, 32 (2), 36–43. doi:https://doi.org/10.12930/0271-9517-32.2.36
- Scrivener, S., Weiss, M. J., Ratledge, A., Rudd, T., Sommo, C., & Fresques, H. (2015). Doubling graduation rates: Three-year effects of CUNY’s Accelerated Study in Associate Programs (ASAP) for Developmental Education Students. New York, NY: MDRC.
- Sloan, C. (2013). Teenagers in the ivory tower. Change: the Magazine of Higher Learning, 45 (2), 35–39. doi:https://doi.org/10.1080/00091383.2013.764263
- van der Steeg, M., van Elk, R., & Webbink, D. (2015). Does intensive coaching reduce school dropout? Evidence from a randomized experiment. Economics of Education Review, 48 , 184–197. doi:https://doi.org/10.1016/j.econedurev.2015.07.006