Abstract
This article provides a meta-analysis on the effect of academic probation, student-faculty mentoring and need-based grants on various student outcomes. Using 25 (quasi-) experimental studies, we find that academic probation has a significant negative effect on retention (d=-.17), while it does not have an effect on graduation. Student-faculty mentoring, however, has a positive significant effect on both retention (d = .15) and graduation (d = .10). Need-based grants are proven to have a positive significant effect on enrollment (d = .05), retention (d = .05) and graduation (d = .05). Based on the general effect sizes of each intervention, student-faculty mentoring has the largest influence on student outcomes. The latter intervention improves retention and graduation of the treatment group by, respectively, 8% and 5% compared to the control group.
Original language | English |
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Pages (from-to) | 208-228 |
Number of pages | 21 |
Journal | Educational Review |
Volume | 70 |
Issue number | 2 |
DOIs | |
Publication status | Published - 1 Jan 2018 |
Keywords
- Higher education
- academic dismissal policy
- need-based grants
- student-faculty mentoring
- student outcomes
- meta-analysis
- FINANCIAL-AID
- COLLEGE PERSISTENCE
- NEED
- IMPACT
- GRANT
- OPPORTUNITIES
- PERFORMANCE
- CHALLENGES
- BEHAVIOR
- OUTCOMES