Doubling the Likelihood of Graduation for Hispanic Students: Quasi-Experimental Evaluation of a STEM Pathways Model with Student Success Supports

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ABSTRACT Rowan County of South Jersey–Cumberland Campus (RCSJ-C) obtained a federal HSI STEM grant to improve program completion outcomes. Before the project, fewer than 13% of Hispanic students who enrolled in a STEM degree program at RCSJ-C graduated within three years. Seven out of every eight Hispanic students who were motivated to enroll in STEM degree programs would leave without a degree. Drawing from this evidence, the theory of action for RCSJ-C’s STEM Pathways project was based on the evidence-based rationale that a combination of high-quality academic and wraparound student support interventions would yield increased academic achievement and timely degree completion. Activities included academic interventions (tutoring, supplemental instruction, STEM workshops), guidance interventions (intrusive bilingual advising led by Student Development Advisors), and financial interventions (bilingual counseling on scholarships, textbook loan program, financial counseling). A quasi-experimental design evaluation examined the impact of dosage (i.e., the degree of exposure) of grant-sponsored services on student success outcomes, including associate degree completion. The evaluation examined both the impact of these services (also referred to as treatment effects) on the entire student body and on the Hispanic sub-sample of students. Primary outcomes examined were cumulative GPA (Grade Point Average), student retention, number of credentials earned, number of STEM credentials earned, and student graduation. Grant services were linked to increased retention of students for both the entire sample and the Hispanic subsample. Completion of academic workshops also positively impacted retention. Services were also linked to increased credentials earned for the entire sample and Hispanic sub-sample. In addition, students were more likely to graduate if they engaged in workshops and more than twice as likely to graduate if they received tutoring. Overall, the STEM Pathways model doubled the graduation rate of all students and more than doubled the graduation rate for Hispanic students. In addition, as a result of the increased credentials, students were better positioned to succeed in work or seek a bachelor’s degree. The research team recommended that the college institutionalize all elements of the HSI-STEM services and continue to develop STEM pathways that map course sequences, prerequisites, and extracurricular activities important for student success.