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Exploring the Effectiveness of Academic Coaching for Academically At-Risk College Students

Abstract

The purpose of this study, which was conducted over the course of five semesters at one institution, was to determine the effectiveness of the Academic Coaching for Excellence (ACE) program for academically at-risk students. The study utilized archival data, which had been collected by the Center for Academic Retention and Enrichment Services (CARES), for 1434 undergraduate students in a cohort-based, nonequivalent groups post-tests design. Results indicated that full- and part-time students who participated in academic coaching had significant GPA increases, were more likely to earn at least a 2.00 GPA in the intervention semester, and were more likely to be retained at the university the following semester than were those students who did not participate in the program. Implications for higher education professionals are discussed.

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Correspondence to M. Kyle Capstick.

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Capstick, M.K., Harrell-Williams, L.M., Cockrum, C.D. et al. Exploring the Effectiveness of Academic Coaching for Academically At-Risk College Students. Innov High Educ 44, 219–231 (2019). https://doi.org/10.1007/s10755-019-9459-1

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  • DOI: https://doi.org/10.1007/s10755-019-9459-1

Keywords

  • Academic coaching
  • At-risk students
  • College students
  • Program evaluation
  • Academic success
  • Retention