Early Alert Programs: A Closer Look

Retention continues to be a challenge for institutions of higher education around the world. Over the last few decades, many universities have turned to early alert programs to address retention issues. These programs involve identifying and notifying at-risk students and offering various intervention options in an attempt to reduce failure and attrition. However, research on these programs has only recently started to emerge. Studies thus far often fail to provide a clear picture of the effects of early alert programs, and there is a significant deficit of information on student and faculty perspectives. In addition, the focus on potential retention gains overshadows questions about suitability of early alert programs in meeting other higher education goals. This study provides an analysis of existing studies, as well as a comprehensive, mixed-method evaluation of the early alert program at a small public university in the southwestern region of the United States. Although the classroom study and student perspectives offered some support for early alert programs, faculty responses and program data in general did not provide compelling evidence that early alerts are effective for reducing course failure or attrition. The overall design of this study was intended to serve as a template for early alert program evaluation in higher education, including how to study the effects of early alerts and how to appropriately use and interpret program data. Keywords: early alerts, higher education, retention, college students, faculty, data analyticsChapter I: Introduction 1 -- Early Alert Programs: A Closer Look 1 -- Program Data 10 -- Classroom Study 10 -- Faculty Survey 11 -- Student Survey 11 -- Faculty vs. Students 11 -- Overall Impact 12 -- Importance of the Topic 13 -- Chapter II: Review of Literature 15 -- Historical Context 15 -- Summary 18 -- Early Alert Program Components and Design 19 -- Identification 19 -- Notification 22 -- Interventions 23 -- Training and Promotion 23 -- Integration 24 -- Scope 24 -- Evaluation 25 -- Summary 25 -- Previous Studies 26 -- Course-Specific Studies 26 -- Campus-Specific Studies 27 -- Multiuniversity Studies 29 -- Other Studies 33 -- Summary 34 -- Faculty Perceptions 34 -- Summary 37 -- Student Perceptions 37 -- Other Related Studies 41 -- Summary 43 -- Theory 43 -- Self-determination Theory 44 -- Attribution Theory 45 -- Summary 47 -- Chapter 3: Methodology 48 -- Study Site Information 48 -- Early Alert Program Information for Study Site 50 -- Identification 50 -- Notification 51 -- Intervention 51 -- Program Data 51 -- Method 52 -- Classroom Study 55 -- Participants 55 -- Method 56 -- Faculty Perceptions 58 -- Participants 59 -- Method 59 -- Hypotheses 64 -- Student Perceptions 64 -- Participants 67 -- Method 68 -- Hypotheses 74 -- Faculty vs. Students 74 -- Method 74 -- Hypotheses 75 -- Overall Impact 75 -- Method 75 -- Hypotheses 75 -- Data Access, Handling, and Storage 75 -- Chapter IV: Results 77 -- Program Data 77 -- Descriptive Data 78 -- RNL Predictor Score and Course Outcome 78 -- Timing of Alert and Course Outcome 79 -- Course Outcome and Gender 80 -- Course Outcome and Cumulative GPA 80 -- Classroom Study 81 -- History Classes With Early Alert Treatment. 81 -- Government Classes With Faculty Email Treatment. 82 -- Paired Samples t Test. 83 -- Alert and Course Outcome (General) 84 -- Alert and Course Outcome (By Class). 84 -- Faculty Perceptions 84 -- Perception of Early Alert Programs 84 -- Personal and Perceived Feelings Related to Receiving Alerts 86 -- Support for Mandatory Participation 88 -- Gender and Attitude Toward Early Alert 88 -- Factors Affecting Early Alert Attitude 89 -- Perceptions of Students and Early Alert Attitude 90 -- Perceived Autonomy and Early Alert Attitude 91 -- Attitude, Autonomy, and Likelihood of Submitting. 92 -- Student Perceptions 93 -- Results 100 -- Overall Impact 103 -- Goal of Higher Education 103 -- Ideal Relationship Between University and Student 104 -- Relationship at Study Site 104 -- Relationship Promoted by Early Alert 104 -- Chapter V: Discussion 105 -- Program Data 106 -- Gender 106 -- Alert Timing 107 -- Predictor Score 108 -- Additional Considerations 109 -- Limitations 111 -- Classroom Study 111 -- Limitations 112 -- Faculty Perceptions 113 -- Limitations 114 -- Student Perceptions 114 -- Limitations 117 -- Faculty vs. Students 118 -- Overall Impact 119 -- General Limitations 121 -- Theoretical Implications 121 -- Program Recommendations 122 -- Involve Students and Faculty 123 -- Establish Clear Program Goals and Objectives 123 -- Maintain Consistent and Complete Data Collection for the Program. 123 -- Improve Campus Collaboration 123 -- Consider Voluntary Sign-Up 124 -- Promote Awareness 124 -- Switch to Text Alerts 124 -- Faculty Basic Mental Health Response Training 124 -- Other Options 124 -- Attendance Policies 124 -- Instructor Support and Development 125 -- Text Nudging and Other Tools. 125 -- Basic Faculty Outreach 126 -- Midterm Grade Reporting in Core Courses 126 -- Other Areas for Future Research 126 -- Conclusion 128 -- References 131 -- Appendix A: Faculty Survey 149 -- Appendix B: Valdosta State University IRB Approval 171 -- Appendix C: Letter to Faculty 173 -- Appendix D: Email to Faculty 175 -- Appendix E: Follow-Up Email to Faculty 177 -- Appendix F: Faculty Assembly Notes 179 -- Appendix G: List of Classes Visited to Administer Student Survey 182 -- Appendix H: Notes Attached to Snacks for Students 184 -- Appendix I: Student Survey 186 -- Appendix J: Autonomy Response Comparison 218 -- Appendix K: CITI Certificate 220.Case, JimKuck, SarahHinton, PatriciaD.P.A.Public Administratio