Study Series Suggests Holistic Approaches to Student Success

Third Way and the American Enterprise Institute recently published a six-part series evaluating college completion in the United States. The opening video provides an overview of the study, showing the significance of psychological factors, trends in completion rates across different postsecondary institutions, academic preparedness before entering higher education, and some retention strategies that have already made an impact. Overall, the studies call for higher education institutions to implement holistic approaches to closing the college completion gap.

The second of six study pieces focuses on the psychological factors infringing on students' success – motives and mindset. Mesmin Destin, an associate professor of psychology at Northwestern University, finds that encouraging growth mindsets, connecting classroom assignments with real-world aspirations, and using online modules all improve students' success. When higher education administrators look at the psychological factors of students, the following question should be kept in mind: Does the student feel supported and confident in their ability for future success?

The study's third part looks at trends in college completion across institution types. While the rate of high school students enrolling in postsecondary education is increasing, the overall completion rates of these students are decreasing. Four-year institutions, both public and private, have seen slight increases in completion rates. However, two-year institutions continue to graduate fewer and fewer of their students.

Part three of the study series also identifies the existing issues with most of data collection regarding completion rates. Most data are self-reported by institutions, many of which stop tracking students' progress after six years. Meanwhile, the completion rate increases more than 6 percentage points when that window extends from six years to eight.

Finally, this portion of the series explains the various costs of students not completing their degrees. For example, students who complete their college degree earn a higher wage, pay higher taxes, and gain better employment benefits such as health care. Meanwhile, students who do not earn their degree are more likely to face poverty, have greater health problems, and rely on government programs such as welfare and Medicare, ultimately costing taxpayers more.

The fourth part of the series discusses the importance of academic preparedness in a student's ability to succeed in college. Two of the most common factors used to predict college success are standardized test scores and high school GPAs. When the two are considered together, a student's GPA serves as a much better predictor of college success. While there is a correlation between higher test scores and GPAs and greater success in college, good grades represent a student's work ethic and performance, and give admissions counselors a look into the courses made available to the student. Meanwhile, test scores simply show a student's performance on one assignment.

Part five lists and explains some of the retention strategies used by colleges and universities that have exceptionally high graduation rates. Lindsay Page, from the School of Education at the University of Pittsburgh, says holistic programs that include financial aid, tutoring, and other advising resources are the most successful in retaining students. The study mentions specific assistance that holistic programs should include, such as emergency grants for juniors and seniors whose financial aid will no longer be enough to cover their school expenses.

The final portion of the series presents possible policy routes to improving completion rates. First, the authors look at state funding for public institutions. Performance-based funding has taken shape in 32 states. Funding based on performance is meant to incentivize institutions to increase their completion rates. However, states must be weary of institutions that simply churn out degrees without providing an adequate education.

Low-income students – specifically, Pell Grant recipients – are among the least likely to graduate. Another policy proposal from the study suggests the federal government track the retention rates of Pell Grant recipients and revoke financial subsidies as these students drop out. Again, the policy is aiming to incentivize the institution to support its students.

This study series shows the necessity of a holistic approach to increasing college completion rates. Postsecondary institutions must address every obstacle they pose to low-income and first-generation students looking to pursue a higher education to make a significant increase in their completion rates.