Demystifying Success: What are the Attributes of Effective Multifaceted Success Programs for Lower-Income College Students?

Nicholas A. Bowman (), N. F. Tennessen, Shinji Katsumoto and Lauren N. Irwin
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Nicholas A. Bowman: University of Iowa, Department of Educational Policy and Leadership Studies
N. F. Tennessen: University of Iowa, Department of Educational Policy and Leadership Studies
Shinji Katsumoto: University of Colorado, Department of Leadership, Research, & Foundations
Lauren N. Irwin: University of Tennessee, Department of Educational Leadership and Policy Studies

Research in Higher Education, 2025, vol. 66, issue 8, No 4, 24 pages

Abstract: Abstract Colleges and universities can take many different approaches for creating programs that are intended to bolster student success. For instance, multifaceted college success programs can include numerous components (e.g., advising, peer mentoring, tutoring), can use one or more eligibility criteria (e.g., restricted to students within certain majors or who have certain precollege characteristics), can start at different times (e.g., before college or during the first year), and can choose to support students for different durations (e.g., for one year or throughout their entire undergraduate enrollment). However, the presence of various choices begs a crucial question: What are the characteristics of multifaceted success programs that actually achieve their intended goals among students from lower-income backgrounds? The present study sought to answer this question using a multi-institutional dataset of 1,150 first-year students who participated in one of 34 multifaceted success programs or in no such program. The analyses predicted GPA, credits earned, probationary placement, and retention while accounting for an array of control variables, including student demographics, precollege academic preparation, precollege experiences, high school characteristics, precollege community characteristics, and college expectations. Overall, students who participated in programs that offered substantial financial aid, had academic eligibility criteria for participation, or were designed to last two years often had better outcomes than students who did not participate in any multifaceted program. However, students who participated in programs that neither encouraged nor required coursework often had worse outcomes than students who were not in any multifaceted program. Implications for practice, policy, and future research are discussed.

Keywords: College students; Success programming; Comprehensive programs; College interventions; Socioeconomic status (search for similar items in EconPapers)
Date: 2025
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DOI: 10.1007/s11162-025-09871-5

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