David Nazarian College of Business and Economics

Challenge

Equity gaps in student outcomes in an introductory microeconomics course.

Solution

The hypothesis being tested in this experiment is that mid semester progress reports and a partnership between faculty and advisors will lead to improved student outcomes and a reduction in equity gaps at the course level. The analysis will be conducted in early Spring 2019.

The Details

In Fall 2018, all students in a section of Economics 160, a large lower division GE courses with high DFU rates and race gaps in course grade averages and DFU rates participated in an EAB SSC Campus progress report pilot. The instructor teaching the section received an EAB progress report campaign request at three points during the semester. Students earning a grade less than C- or No Credit were flagged by the instructor, who also sent the students an email that included their current course grade, along with resources that might help the student earn the grade they wished. Flagged students were then contacted by an advisor for additional support.

In addition, the instructor partnered with two academic advisors in the David Nazarian College of Business and Economics to provide comprehensive support to students. Graduation and Retention Advising Specialist Irving Marcario and Upper Division Mentor Jasmine Edelmen spoke at the first class meeting of the Fall 2018 semester. Students were made aware of the progress report project and the partnership and were encouraged to connect with the advisors for support throughout the semester. Moreover, Irving and Jasmine were both listed as co-instructors in the ECON 160 Canvas site, so they posted announcements directly to students.

Project Leads

Leah Marcal (Economics) with Shelly Thompson (Undergraduate Studies) and Kristy Michaud (Political Science)

Original Study