Document Category: Research Study

The Cumulative Impact of Unmet Essential Needs on Indicators of Attrition: Findings from a Population-Based Sample of Public University Students in the Bronx, NY (2023)

In recent decades, a growing proportion of college students have experienced nancial stress, resulting in unmet essential needs including food insecurity, housing instability, lack of healthcare access, and inadequate mental health treatment. Given that urban-based public universities constitute a substantial proportion of the U.S. college student population, understanding how unmet needs affect academic achievement in this population is crucial for developing strategies that alleviate college failure and dropout. We examined the cumulative impact of unmet essential needs on indicators of college attrition (dropout, leave of absence, risk of academic probation). The sample comprised a population-representative sample of 1,833 students attending one of three urban public colleges in the Bronx, NY. Employing multinomial and binomial logistic regression models, we assessed how total unmet essential needs predicts any indicator of college attrition. Each unit increase in unmet need increased the odds of having any attrition indicator by 32% (p < 0.01). Students with one unmet need had 17% greater odds (p = 0.04), students with two unmet needs had 55% greater odds (p < 0.01), students with three unmet needs had 73% greater odds (p < 0.01), and students with four unmet needs had 82% greater odds (p < 0.01) of having any attrition indicator. Findings revealed a modest dose-response relationship between the number of unmet needs and the likelihood of experiencing indicators of attrition, supporting a potential causal link between unmet needs on the risk of attrition. Designing interventions aimed at college students with multiple unmet essential needs, and addressing these needs holistically, can potentially enhance student retention and graduation rates.

Machine Learning Who to Nudge: Causal vs Predictive Targeting in a Field Experiment on Student Financial Aid Renewal (2023)

In many settings, interventions may be more effective for some individuals than others, so that targeting interventions may be beneficial. We analyze the value of targeting in the context of a large-scale field experiment with over 53,000 college students, where the goal was to use “nudges” to encourage students to renew their financial-aid applications before a non-binding deadline. We begin with baseline approaches to targeting. First, we target based on a causal forest that estimates heterogeneous treatment effects and then assigns students to treatment according to those estimated to have the highest treatment effects. Next, we evaluate two alternative targeting policies, one targeting students with low predicted probability of renewing financial aid in the absence of the treatment, the other targeting those with high probability. The predicted baseline outcome is not the ideal criterion for targeting, nor is it a priori clear whether to prioritize low, high, or intermediate predicted probability. Nonetheless, targeting on low baseline outcomes is common in practice, for example because the relationship between individual characteristics and treatment effects is often difficult or impossible to estimate with historical data. We propose hybrid approaches that incorporate the strengths of both predictive approaches (accurate estimation) and causal approaches (correct criterion); we show that targeting intermediate baseline outcomes is most effective, while targeting based on low baseline outcomes is detrimental. In one year of the experiment, nudging all students improved early filing by an average of 6.4 percentage points over a baseline average of 37% filing, and we estimate that targeting half of the students using our preferred policy attains around 75% of this benefit.

The Effects of the Supplemental Nutrition Assistance Program on Community College Students’ Grade Point Average, Retention, and Graduation Rates (2023)

The purpose of this quantitative research study was to explore whether community college students who received benefits through the Supplemental Nutrition Assistance Program (SNAP) outperformed those who did not receive SNAP benefits in terms of retention, grade point average (GPA), and graduation rate. The deidentified archival data collected from the College Tracker and Free Application for Federal Student Aid (FAFSA) systems from fall 2018 through spring 2022 included a total of 4,127 sample size of 3,277 continuing students, 312 freshmen, and 538 transfer students who were either SNAP or non-SNAP recipients. The study’s results for each null hypothesis were reported as “fail to reject; not statistically significant” or “reject; statistically significant.” This was determined if the p-value was either higher or lower than the predetermined significance level of 0.05. As a result, of the six findings, four were not statistically significant (p>0.05), while two were statistically significant (p<0.05). The results indicated SNAP affected the retention, GPA, and graduation of part-time, SNAP-receiving students versus their counterparts who did not receive SNAP. However, for full-time, SNAP-receiving students, SNAP affected retention but did not affect GPA and graduation compared to their counterparts who did not receive SNAP during the academic periods from fall 2018 to spring 2022. The study is limited by a small sample size of SNAP students and a lack of information on other potential influencing factors such as low wages, financial difficulties, and family demographics.

Does Basic Needs Funding Improve Persistence Among College Students? Findings on How HEERF Dollars Impacted Student Persistence at SNHU (2023)

In October 2022, the Center for Higher Education Policy and Practice (CHEPP) published the first of a two-part series on the use and impact of Higher Education Emergency Relief Fund (HEERF) grants at Southern New Hampshire University (SNHU) and the national challenge of accessing basic needs for today’s learners. The first paper, Basic Needs Funding for College Students: What SNHU Learned During the Pandemic, detailed learnings from SNHU’s distribution of $107 million in HEERF dollars to 51,257 qualified learners, a sample which represented a mere 7.6% application rate among potentially eligible students. Housing, food, and transportation were identified as the greatest basic needs challenges for learners based on an analysis of the data. This paper examines whether HEERF had a significant positive impact on learner persistence among a sample of learners from the initial population of HEERF recipients at SNHU (n=47,381). It includes data and analysis on the impact of emergency grants and basic needs programs on persistence for higher education students to inform national policy discussions related to expanding learner access to such supports. Key Takeaways +Three out of five learners among a national sample (n=195,000) experienced basic needs insecurities in Fall 2020 (The Hope Center, 2021). The national impact of unmet basic needs on college persistence and success is not yet quantifiable. However, there is evidence that unmet basic needs negatively impacts learner outcomes, making the basic needs support gap an urgent challenge facing higher education and our nation. +Data indicates that emergency grants contributed to learners’ academic persistence at SNHU. Students enrolled at SNHU who received HEERF emergency grants (n=47,381) were more likely to stay enrolled in the next term, when compared with control groups. Specifically, HEERF II recipients were 15.5% more likely to stay enrolled and HEERF III recipients were 8.6% more likely to stay enrolled. +As a result of these findings, SNHU approved funding to pilot an emergency grant program for learners in need. This pilot was conducted during the 2023 Spring and Summer terms. Findings from the pilot will be used to inform future projects related to this topic at SNHU.

Resilience-Thinking Training for College Students: Evidence from a Randomized Trial (2023)

We conducted a randomized evaluation of a universal primary prevention intervention whose main goal was to increase the resilience of students from a large broad-access Hispanic Serving Institution and commuter urban college. In a 90-minute workshop, students were: introduced to the resilient-thinking approach, which offers conceptual tools to cope with unexpected negative shocks; worked individually and in groups to identify challenges in their community; and brainstormed strategies to address them. We find that the intervention increased by 5 percent of a standard deviation the short-run resilience of the average student. Importantly, the intention-to-treat effects were larger for students with lower levels of baseline resilience. The intervention was most effective among students with weaker individual protective factors at baseline (the most vulnerable students, those with lower resilience, and with higher mental health problems), and for those with stronger community protective factors, suggesting that individual and community factors mediate differently within this intervention. The intervention effects on students’ resilience persisted over time. These effects were mostly driven by an improvement in students’ collaboration (i.e., maintenance and formation of support networks and personal relationships), and vision (i.e., sense of purpose and belief in an ability to define, clarify, and achieve goals).

Supporting Students Experiencing Homelessness Pilot Program (2023)

Basic needs insecurity is a critical barrier to college students’ access1 and success, undermining persistence and completion rates for postsecondary students.2 In Washington, college students face significant challenges in meeting their housing and other basic needs while completing their credentials. Gaps in covering critical costs such as housing and food are pervasive among students in both two-year and four-year institutions. Students of color and students who experience marginalization based on their identities and circumstances — such as former foster youth, LGBTQI+ students, and students with dependents — are disproportionately impacted.3 To address this need, the Washington state Legislature enacted the Supporting Students Experiencing Homelessness (SSEH) pilot program with 2SSB 5800 (2019). The Legislature expanded the pilot program twice — first by passing SHB 1166 (2021) and again through a proviso in the 2022 supplemental budget. The Legislature made the SSEH pilot permanent through the passage of ESSB 5702 (2023). SSEH provides grants for colleges to build systems to identify and support students facing homelessness and students who aged out of the foster care system. The Washington Student Achievement Council (WSAC) and the Washington State Board for Community and Technical Colleges (SBCTC) administered the four-year SSEH pilot program, which consisted of 33 programs across six public baccalaureate institutions (PBIs) and 27 in the community and technical college system (CTCs).

Cash, food, or vouchers? Evidence from a randomized experiment in northern Ecuador (2014)

We assess the impacts and cost-effectiveness of cash, vouchers and food transfers.

•All modalities significantly improve the quantity and quality of food consumed.

•Food leads to significantly larger increases in calories consumed.

•Vouchers lead to significantly larger increases in dietary diversity.

•Food is the least cost-effective means of improving food security outcomes.

Integrating Systems of Power and Privilege in the Study of Resilience (2023)

Althoughcurrent approaches to the study of resilience acknowledge the role of context, rarely do those conceptualizations attend to societal systems and structures that include hierarchies of power and privilege -namely systems of racism, colonialism, patriarchy, and capitalism –nordo theyarticulate how these structural realities are embedded within individual experiences.We offer critiques of the current literature from this structural lens, using the concept of master narratives to articulate the incompleteand, at times, damaging story that the discipline of psychology has toldabout resilience. We then provide three models that center history, systems,and structures of society that can be employed in the study of resilience. We close with lessons learned from listening to those voices who have been marginalized by mainstream society, lessons that require us to redefine, broaden, and deepen our conceptualization of resilience

The Design and Testing of a Text Message for Use as an Informational Nudge in a Novel Food Insecurity Intervention (2023)

Food insecurity is an ongoing problem in the U.S. with implications for health problems and social disadvantages. Past food insecurity intervention studies have targeted barriers to accessing healthy food. However, information barriers have not been adequately addressed by food insecurity interventions. This research included the first phase of a two-phase feasibility study that involved testing a text message as an informational nudge through interviews among a small, preliminary sample of adults in the southwest U.S. (n = 10). Interview questions focused on the message content, persuasiveness, relevancy, clarity, and details that participants liked and disliked. A qualitative content analysis of interview responses then highlighted any necessary modifications to the text message. Interview responses highlighted that the message conveyed details about how to access food assistance resources. The message was perceived as informative, clear, and friendly. Participants highlighted the need for better spacing in the message layout, more details about the Supplemental Nutrition Assistance Program (SNAP), and a better explanation for why SNAP is relevant. Text message readability, relevancy, and informativeness were common concerns raised during interviews. Participant-informed modifications to the text message were applied in preparation for using the message in a food insecurity intervention. This research is a novel contribution to the extant literature on nudges, as no known intervention study has used informational nudges to exclusively promote food security. Future food insecurity research efforts should similarly test novel interventions to ensure the intervention is acceptable and relevant for the target population.