the persistence pipeline:
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The Persistence Pipeline: The Intersection of Advisor and Student R oles on the Path to College S uccess NPEA 2013 Annual Conference; April 11, 2013. The Persistence Pipeline. Introduction. The SEED Foundation - PowerPoint PPT PresentationTRANSCRIPT
The Persistence Pipeline: The Intersection of Advisor and Student Roles on the Path to College SuccessNPEA 2013 Annual Conference; April 11, 2013
The Persistence Pipeline
Introduction
Study Design
Data
Findings
Questions and Closing
Introduction
The SEED Foundation• Opens college-preparatory,
public boarding schools designed for students who need a 24-hour learning environment to achieve their full potential
The SEED Schools• Provide an outstanding,
intensive educational program that prepares students, both academically and socially, for success in college and beyond
Introduction
The SEED Foundation’s College Transition & Support Program
• Provides college transitional support by encouraging academic and personal excellence in the lives of SEED School graduates
• Helps SEED graduates achieve their postsecondary goals through a variety of programs and services
Introduction
The SEED Foundation’s College Transition & Support Program• Personal, academic, financial
aid, and career advising• College transition programming• Visits to graduates at college• Scholarship support• Winter and summer social
activities• Professional development
Introduction
SEED DC Demographics and Graduate Data• Student body, grades 6-12
o 99.7 percent African Americano 75 percent low income
• SEED graduateso About 80 percent are first-
generation college-boundo 93 percent have been
accepted to a 4-year college or university
o 92 percent have enrolled in college
The Persistence Pipeline
Introduction
Study Design
Data
Findings
Questions & Closing
Study Design
Intrusive Advising
• An advising style that sets an expectation and creates a safe space for students to provide access to personal, financial, and academic information for the benefit of the student
o Information is also collected through other resources including family, friends, community agencies, college administration, and social media
• Includes temporarily accepting roles traditionally held by the student, family, and college administration for the purpose of educating and empowering the student
Study Design
Enablement Empowerment
Educational Ownership
Intrusive Advising
Study Design
Research Method• Case Study
o Nuanceso Narrativeo Story
Study Design
Protocol• Purpose: “The impact of CTS advising on the
postsecondary progress of SEED graduates”
o What are the hurdles impeding the post-secondary progression of our graduates?
o What are the successes contributing toward the post-secondary progression of our graduates?
o When and how do CTS advisors intersect SEED graduates’ post-secondary trajectories?
Study Design
Subjects• Selection• Consent• Confidentiality
Study Design
Procedure• Semi-structured interview protocol
o Open-ended questionso Conversational style
• Three interviewso Recorded
• Transcriptiono Summary method
Study Design
Data Analysis• Collaborative Effort• Key Findings & Themes
The Persistence Pipeline
Introduction
Study Design
Data
Findings
Questions and Closing
3000 3001 3002
6/1 6/8 6/15 6/22 6/29 7/6 7/13 7/20 7/27 8/3 8/10 8/17 8/24 8/31 9/7 9/14 9/21 9/28 10/5 10/1210/1910/26 11/2 11/9 11/1611/2311/30 12/7 12/1412/2112/28 1/4 1/11 1/18 1/25 2/1 2/8 2/15 2/22 3/1 3/8 3/15 3/22 3/29 4/5 4/12 4/19 4/26 5/3 5/10 5/17 5/24 5/31 6/7 6/14 6/21 6/28 7/5 7/12 7/19 7/26 8/2 8/9 8/16 8/23 8/30 9/6 9/13 9/20 9/27 10/4 10/1110/1810/25 11/1 11/8 11/1511/2211/29 12/6 12/1312/2012/27 1/3 1/10 1/17 1/24 1/31 2/7 2/14 2/21 2/28 3/7 3/14 3/21 3/28 4/4 4/11 4/18
Advisor and
Vince meet
w/ lawyer,
provide
documentati
on, written
accounts, and
briefings.
Lawyer
contacts head
ofRSA and
resolved the
issue without
going tocourt.
Advisor
sta
ys
in
com
mun
icat
i
on w
ith
hous
ing;
cal
ls
ever
y wee
k to
follo
w u
p on
hous
ing
wai
t
list st
atus
.
Vince
lose
s
his ho
usin
g
beca
use
of
outs
tand
ing
bala
nce.
Advisor
conn
ects
Vince
to
loca
l
agen
ts tha
t
spec
ializ
ed in
colle
ge
stud
ent
hous
ing.
Advisor
intercepts
and makes
sure that
comm
unicati
on and
information is
clear on bothsides.
RSA agrees to
pay the bill ,
but wants all
documents
resubmitted
(red tape)
Balan
ce still
rem
ains
for
2nd
year
's
bill;RSA
redu
ces th
e
amou
nt o
f
fund
ing
they
prev
ious
ly
prom
ised
Vince
.
Advisor
and
Vince
mee
t
withR
SA
coun
selo
r
in-p
erso
n.
First-year bill
is finally paid
Vince went
back to
school for
2nd year.
Vince
has
no
hous
ing.
[PROACTIVE]
Vince and
Advisor workout
agreement
with
academic
affairs and
student
accounts, so
that he could
still register
for 2nd
trimester
classes if hadan
outstanding
balance.
Advisor visits
Vince on
campus; they
meet w
ith
financial aid,
student
accounts and
housing.
Advisor
provides
someCTS
emergency
funds for
meal plan.
Vince
wor
ks
with
reside
nt
hall
conn
ection
s
to "ill
egal
ly"
slee
p in
one
of the
vac
ant
room
s.
Vince
sle
eps
on fr
iend
s'
couc
hes, o
ff
cam
pus an
d
in the
dor
ms.
Vince
goe
s
witho
ut
hous
ing
the
entire
acad
emic
year
.
Student Role -
investigator,
(self)-advocate,
middle m
an
Vince
monitors his
own financial
aid, checks
his student
account, and
emailsRSA
counselor on
his own
behalf.
Vince begins
take care of his
obstacles himself
and
demonstrates
self-sufficiency.
He calls his
advisor usually
after he's
resolved theissue.
Vince gains
interest in
joining
establishedsocial
organizations.
RSA pays first
half of
reduced
payment for
2nd year.
Vince
maintains
over a 2.0
GPA and
continues to
persist.
Vince secures
off-campus
housing with
friends.
Vince reaches
out to his
advisor to let
her know.
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Vince and
advisor
comm
unicate
via Facebook
& em
ail
Vince is
introduced to
SEEDCTS by
SEED DC.
Graduate is
informed of
the role ofCTS.
Advisor Role -
studentAdvisor begin
to familiarize
herself with
RSA services.
Advisor visits
Vince on
campus,
checks on
housing,
financial aid,
and classes.
TheCTS
program
continues to
encourage
Vince with
cards andcare
packages.
Advisor &Vince
establish a
personal
relationship
Advisor Role
- researcher,
financial aid
expert
Advisor
disc
over
s th
at
the
bala
nce
is
due
to
missingRSA
fund
s th
at
had
been
prom
ised
.
Gradu
ate
is
mad
e aw
are
of a
n
outs
tand
ing
bala
nce.
Vince
rea
ches
out to
his
advi
sor;
unde
rsta
nds
his ad
viso
r's
role
.
Advisor &
Vince meet to
review
financial aid.
True Partnership
begins
Advisor &
Vince meet
withRSA
counselor
together to
address
outstanding
balance.
Advisor Role
- intrusive
advocate,
coach,
teacher
RSA a
ssur
es
Vince
and
advi
sor th
at
bill
will
be
hand
led.
Vince
registers for
classes and
returns to
school forthird
trimester
Vince tries to
resolve bill on
his own;
contactsRSA.
After no
response, he
reaches out
to advisor.
Vince
find
s
out th
at
prev
ious
bala
nce
plus
new cha
rges
rem
ain
as a
n
outs
tand
ing
bill.
Advisor steps
in more
aggressively
and begins
comm
unicati
on with reps
from college
andRSA
every two
weeks.
RSA &
sch
ool
assu
re V
ince
and
his
advi
sor th
at
bill
will
be
reso
lved
by
end
of
acad
emic
year
.
[PROACTIVE]
Advisor
places Vince
on housing
wait list
before he lost
housing.
CTS emergency
funds cover Vince's
housing deposit for
the next year.
Advisor
Rol
e
- exp
ert*
Vince
can
't
regi
ster
for
clas
ses.
Vince
rea
ches
out to
advi
sor an
d
CTS t
eam
Vince
is
aler
ted
that
he still
has an
outs
tand
ing
bala
nce
clos
e
to $
19,0
00
RSA is
relu
ctan
t to
pay
Vince
's
outs
tand
ing
bala
nce
due
to it
s
spen
ding
free
ze. T
he
STRUGGLE
Begin
s.
Advisor and
Vince contact
all levels
leadership atRSA.
Advisor Role -
intrusive
advocate,
mom
/coach
Advisor
reaches out
toCTS team;
leadership
connects
advisor and
Vince to
lawyer.
G: “If I didn’t have the help of the CTS team, I probably would have went to the army … I probably wouldn’t have been able to go to school in the spring trimester. First of all, I didn’t know how to get the payment through without anyone else’s help… the Army was plan B anyway.”
Withdraw from school; no postsecondary plans
A: “Being told that things were being taken care of, (but) going in and checking his account and still seeing that he had a bill. But being reassured from the people at _____ that everything was fine; that the money is probably coming. It’ll be fine before he leaves school.”
G: “She keeps on top of me. She’s always contacting me to make sure my financial situation is going right … and grades … coming to check on us, visit us, twice a year is crazy … real appreciative.”
G: “ There were times, where like, you would be there to help me. And then you were like trying to tell me to do things, so I could do it on my part; so I could learn. So I could do it myself just in case there was a time you wasn’t’ there.”
G: “ That’s the only person that really helped me through that situation … was Ms. ______.”
A: “I had to not only communicate with Ms. _________, I had to go talk to her supervisor; I had to talk to her supervisor’s supervisor.”
G: “CTS has been extraordinary about keeping in contact with students. I’ve never met any other organization that does that. That’s really helpful to me. I see it. I can see it from my eyes that it’s helpful…It makes us feel like somebody’s there; somebody’s always wanting you to excel. That pushes you; that gives you that extra boost. ”
Although Vince persists, so do the systematic problems with funding and RSA. Vince and his advisor often check in with one another to keep him on track for postsecondary success.
Still persisting…
A: “It’s a constant struggle to figure out where you’re going to lay your head; that becomes your priority. How are you going to eat; that becomes your priority…. Classwork takes a back seat when you’re just trying to meet your basic needs.”
Victories
Barriers
Graduate
Advisor
Graduate/Advisor Partnership
SEED Foundation Leadership & Outside Resources
Key Roles
Withdraw from school; join Army (Plan B)
Data (summer/fall first year)• Establishing relationship
Data (winter first year)• Obstacles surface
Data (summer/fall second year)• Overcoming the obstacles
Data (winter/spring second year)• Persisting
The Persistence Pipeline
Introduction
Study Design
Data
Findings
Questions and Closing
Vince’s Barriers
Vince’s Victories
Vince• Determination• Fight• Appreciation• Understanding of
CTS supports• Various Roles
o Self-Advocate
o Studento Researcher
CTS Advisor• Determination• Optimism• Supportive• Consistent/accessible• Various Roles
o Parent/Coach/ Teacher
o Investigatoro Researchero Studento Cheerleadero Liaison/Middle
Mano Advocateo Experto Connector
Relationship
• Systems failureo Systems that
were supposed to support him hindered him
• Financial constraints• Loss of housing• Limited family support• Lack of heuristic
knowledge
• Uninterrupted Progression
• Satisfactory academic performance
• Found off-campus housing for 3rd year of school
• Though delayed, balances were paid for first two years of school
• Personal growth
Negative Emotions
• Frustration• False sense of
resolution• Defeat SEED DC Supports CTS Supports Independence
Findings
Findings
Applying Research Findings to Practice• Focus on relationship building• Develop a safe and informed space for graduates to
share information• Take a strengths-based approach; expect students to
be capable of doing whatever needs to be done• Utilize all resources to communicate with graduates• As a program policy, require graduates to sign a third-
party release form• Track student data (i.e. enrollment, expected financial
aid, contact information…)
The Persistence Pipeline
Introduction
Study Design
Data
Findings
Questions and Closing
Resources
Melissa Freedman, College Support Manager
Joi Baker, College Support Advisor
Tiffany Blacknall, College Support Advisor