ERIC Number: EJ1132345
Record Type: Journal
Publication Date: 2017
Taking Student Success to Scale
Martin, Rebecca R.
Change: The Magazine of Higher Learning, v49 n1 p38-47 2017
In 2014 the National Association of System Heads (NASH) launched the landmark initiative "NASH TS[superscript 3]: Taking Student Success to Scale." Collectively, TS[superscript 3] is made up of 23 systems and over 300 institutions that span 18 states. (NASH: Taking Student Success to Scale 2016) These systems have a combined undergraduate enrollment of 2.6 million students; this represents approximately 40 percent of all public undergraduate enrollments in the United States. These systems also serve some of those most in need. Among the 2.6 million undergraduate students over one million (40 percent) received Pell Grants. Additionally, nearly 800,000 (33 percent) undergraduate students identify as an underrepresented minority. "Taking Student Success to Scale" focuses on three interventions in particular selected by network members for their potential to make a significant change. Based on evidence of impact on persistence and completion for targeted student populations and the collective wisdom of our member system leaders, these three interventions were identified as a starting point for a holistic and collective approach. They were specifically chosen because of their demonstrated impact on underrepresented minority and low-income students. The interventions are: (1) Redesigning the Math Pathway; (2) Guided Pathways Using Predictive Analytics; and (3) High-Impact Practices for All Students. Leaders from systems on the cutting edge of these interventions are guiding the work. If the participating systems adopt and implement all three of the evidence-based interventions TS[superscript 3] is promoting, they believe each system will be able to double the number of degrees it awards by 2025.
Descriptors: Undergraduate Students, Minority Group Students, Low Income Students, Intervention, At Risk Students, College Mathematics, Predictive Measurement, Disproportionate Representation, Educational Practices, Educational Innovation, Equal Education, Success, Evidence Based Practice
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A