Abstract
The Personal Background Preparation Survey (PBPS) identifies students at risk for academic nonadvancement. Uniquely, the PBPS produces individualized reports making evidence-based risk-specific recommendations prescribing interventions targeting students’ empirically identified risk indicators. At a large southwestern health sciences community college, after baseline PBPS administration among 409 diverse first-semester-fall 2010 students, fall 2011 PBPS administration helped target PBPS-individualized interventions among 618 first-semester-fall 2011 students. Group-oriented Advanced Academic Training (AAT) workshops augmented PBPS-targeted individualized interventions among 1,183 additional first-semester students during fall 2012 and fall 2013. AAT participants practiced a daily self-testing retrieval regimen to reduce PBPS-identified cognitive processing, information-, and time-management risk indicators. Controlling PBPS risk level, underrepresented minority status, and gender as covariates, first-semester student nonadvancement rate decreased from baseline’s 42.3% and PBPS-individualized interventions’ 41.4% to 16.2% and 11.6% postAAT (p < .001), respectively. AAT was designed to reduce primarily higher risk student nonadvancement; yet, retention gains did not differ significantly across risk levels, underrepresented minority students status, and gender.
Keywords
Get full access to this article
View all access options for this article.
