As a trusted resource about what works in education, the Institute of Education Science’s What Works Clearinghouse reviews existing research on policies, programs, and practices to provide practitioners and
policymakers with the information they need to make research-informed decisions about their work. From their review of empirical research on educational practices, the WWC is able to develop intervention reports, single study reviews, and practice
guides.
In October, WWC published an educator’s guide on strengthening postsecondary advising strategies. "The Effective Advising for Postsecondary Students Practice Guide"
is an evidence-informed report for school-based practitioners and institutional leaders to consider as they navigate college and career advising this year.
The guide features four practical recommendations that can enhance existing postsecondary advising strategies. Each recommendation is accompanied by concrete examples of how to blend existing and new practices and how to overcome obstacles that may arise
during implementation. The four evidence-based recommendations include:
Intentionally design and deliver comprehensive, integrated advising that incorporates academic and non-academic supports to empower students to reach their educational goals.
Transform advising to focus on developing sustained, personalized relationships with individual students throughout their college careers.
Use mentoring and coaching to enhance comprehensive, integrated advising in ways that support student achievement and progression.
Embed positive incentives in intentionally designed advising structures to encourage student participation and continued engagement.
Notably, three of the four recommendations meet WWC’s criteria for a “tier 1” or “strong” evidence base, and the fourth (number 1 above) met the “tier 2” or “moderate” evidence base.
Mentoring, personalized support, and holistic advising are at the heart of these four recommendations. The WWC encourages high schools, community colleges, four-year institutions, and technical schools to implement these recommendations into their existing
approaches to advising. Incorporating these recommendations can result in positive student outcomes related to enrollment, retention, and academic success.
In addition to proposing research-informed recommendations for advising, the WWC conducted a systematic review of three intervention studies on postsecondary preparation programs.
The first study reviewed by the WWC examined the impact of the accelerated college credit programs on high school graduation and college enrollment rates in Rhode Island. Findings from the study revealed
that Rhode Island’s accelerated college credit programs positively affect high school graduation rates and college enrollment within a year of graduation. In addition, participation in these programs decreased the likelihood of a student enrolling
in developmental education courses during their first year at a public college.
The third study focused on the influence of Upward Bound’s newest initiative, Find the Fit, on postsecondary outcomes. This study revealed that students who received a combination of Upward Bound
and Find the Fit services were more likely to apply to four or more colleges than students who did not receive both services. Moreover, students who engaged with both interventions applied to more selective colleges than those who did not.
These findings imply that high school interventions and college preparation programming can support the matriculation of students into postsecondary institutions. Most importantly, these studies remind us that postsecondary preparation programs have a
unique value and contribution for expanding access into higher education for students that they serve.
We will continue to highlight work from the WWC, as we are committed to disseminating data-informed practices and interventions for NCAN members to consider.
Email to a Friend