%0 Journal Article
%T EASEing Students Into College: The Impact of Multidimensional Support for Underprepared Students
%A Brian Sato
%A Di Xu
%A Peter McPartlan
%A Sabrina Solanki
%J Educational Researcher
%@ 1935-102X
%D 2018
%R 10.3102/0013189X18778559
%X Extensive theoretical literature and qualitative evidence nominate learning communities as a promising strategy to improve persistence and success among at-risk populations, such as students who are academically underprepared for college-level coursework. Yet rigorous quantitative evidence on the impacts of these programs is limited. This paper estimates the causal effects of a first-year STEM learning communities program on both cognitive and noncognitive outcomes at a large public 4-year institution. We use a regression discontinuity design based on the fact that students are assigned to the program if their math SAT score is below a threshold. Our results indicate that program participation increased the academic performance and sense of belonging for students around the cutoff. These results provide compelling evidence that learning communities can support at-risk populations when implemented with a high level of fidelity
%K achievement gap
%K econometric analysis
%K educational policy
%K engagement
%K learning communities program
%K motivation
%K policy analysis
%K postsecondary education
%K program evaluation
%K quasi-experimental analysis
%K regression discontinuity
%K retention
%K STEM persistence
%K student outcomes
%U https://journals.sagepub.com/doi/full/10.3102/0013189X18778559