A program for college students that aims to promote academic engagement and retention through individualized mentoring delivered by coaches via phone, email, text messaging or social media.
Blueprints: Promising
What Works Clearinghouse: Meets Standards Without Reservations - Positive Effect
InsideTrack
https://www.insidetrack.org/
https://www.insidetrack.org/contact-us
Eric Bettinger (Evaluator)
Stanford Graduate School of Education
InsideTrack is a universal educational management and services provider that aims to promote academic engagement, learning, retention, and degree completion in college students. Mentoring services are delivered by trained coaches via phone, email, text message, and social media. During these interactions, the coaches work with students to encourage prioritization of studies and identify and overcome academic and "real-life" barriers to students' success.
InsideTrack coaches generally work with students over two semesters, although part-time students are occasionally allowed to enroll in a single course (i.e., one semester). Coaches call their students regularly, and in some cases have access to course syllabi, transcripts, and additional information on students' performance and participation in specific courses. InsideTrack then uses this information in a set of predictive algorithms that assess each student's daily status for the purpose of contacting them at appropriate times. Students have the option to participate or not when contacted by the coach.
Primary Evidence Base for Certification
Bettinger and Baker (2014) found that, compared to participants in the uncoached control condition, participants who received InsideTrack coaching showed significantly higher rates of:
Primary Evidence Base for Certification
Blueprints has reviewed one study (Bettinger & Baker, 2014), and it meets Blueprints evidentiary standards (specificity, evaluation quality, impact, dissemination readiness). The study was conducted by an independent evaluator.
Bettinger and Baker (2014) evaluated the program from academic records for all 13,555 students who were randomly assigned in 17 lotteries to receive InsideTrack coaching or a business-as-usual control during the 2003-2004 and 2007-2008 school years. College retention and degree completion were examined in six-month increments from baseline through 24 months following the initiation of the 12-month program.
Subgroup differences in program effects by race, ethnicity, or gender (coded in binary terms as male/female) or program effects for a sample of a specific race, ethnic, or gender group.
Study 1 (Bettinger & Baker, 2014) tested for subgroup effects by gender and found stronger benefits for males than females.
Sample demographics including race, ethnicity, and gender for Blueprints-certified studies:
The sample for Study 1 was approximately evenly split between males (51%) and females (49%).
InsideTrack uses a custom coaching platform that was designed based upon millions of coaching interactions and which allows coaches to use multi-channel communications to fit the needs of learners. Coaches undergo intensive initial and ongoing training. In their first year, coaches receive over 100 hours of professional development and they continue to receive 30+ hours each subsequent year to provide continued growth. A member of a specially trained team virtually observes a coach/learner interaction for each InsideTrack coach once every three months.
Four competencies drive the coaching approach:
1) Individualization: Understanding each learner's specific situation in order to tailor the approach
2) Self and Situational Awareness: Recognizing differences between coaches and learners to allow for a supportive relationship
3) Adaptability: Sharpening listening and communication skills to use different approaches for different types of learners
4) Cultural Competence and Humility: Committing to learning about different cultures, backgrounds and perspectives and recognizing each individual's journey is unique
For some partnerships, InsideTrack coaches learners directly. For others, InsideTrack builds organizational capacity, teaching staff to coach learners using InsideTrack's methodology. For the greatest organizational transformation, InsideTrack can work with partner organizations to do both.
Source: Washington State Institute for Public Policy
All benefit-cost ratios are the most recent estimates published by The Washington State Institute for Public Policy for Blueprint programs implemented in Washington State. These ratios are based on a) meta-analysis estimates of effect size and b) monetized benefits and calculated costs for programs as delivered in the State of Washington. Caution is recommended in applying these estimates of the benefit-cost ratio to any other state or local area. They are provided as an illustration of the benefit-cost ratio found in one specific state. When feasible, local costs and monetized benefits should be used to calculate expected local benefit-cost ratios. The formula for this calculation can be found on the WSIPP website.
For organizations interested in becoming an InsideTrack partner, see Program Information Contact listed on the Fact Sheet.
No information is available
No information is available
No information is available
No information is available
No information is available
No information is available
No information is available
No information is available
No information is available
No information is available
No information is available
No information is available
Federal grants can provide funding to support sustainable learner-support programs and initiatives for higher education institutions and workforce organizations. Examples of funding from the Department of Education and Department of Labor include:
Eric Bettinger (Evaluator)Stanford Graduate School of EducationStanford, California United Statesebettinger@stanford.edu
A program for college students that aims to promote academic engagement and retention through individualized mentoring delivered by coaches via phone, email, text messaging or social media.
The program targets college students.
Subgroup differences in program effects by race, ethnicity, or gender (coded in binary terms as male/female) or program effects for a sample of a specific race, ethnic, or gender group.
Study 1 (Bettinger & Baker, 2014) tested for subgroup effects by gender and found stronger benefits for males than females.
Sample demographics including race, ethnicity, and gender for Blueprints-certified studies:
The sample for Study 1 was approximately evenly split between males (51%) and females (49%).
Academic engagement and retention
*Risk/Protective Factor was significantly impacted by the program
InsideTrack is a universal educational management and services provider that aims to promote academic engagement, learning, retention, and degree completion in college students. Mentoring services are delivered by trained coaches via phone, email, text message, and social media. During these interactions, the coaches work with students to encourage prioritization of studies and identify and overcome academic and "real-life" barriers to students' success.
InsideTrack coaches generally work with students over two semesters, although part-time students are occasionally allowed to enroll in a single course (i.e., one semester). Coaches call their students regularly, and in some cases have access to course syllabi, transcripts, and additional information on students' performance and participation in specific courses. InsideTrack then uses this information in a set of predictive algorithms that assess each student's daily status for the purpose of contacting them at appropriate times. Students have the option to participate or not when contacted by the coach.
InsideTrack was developed from empirical research suggesting that student coaching in students' educational careers can lead to engagement, learning, retention, and an increased probability of completing a degree.
Primary Evidence Base for Certification
Blueprints has reviewed one study (Bettinger & Baker, 2014), and it meets Blueprints evidentiary standards (specificity, evaluation quality, impact, dissemination readiness). The study was conducted by an independent evaluator.
Bettinger and Baker (2014) evaluated the program from academic records for all 13,555 students who were randomly assigned in 17 lotteries to receive InsideTrack coaching or a business-as-usual control during the 2003-2004 and 2007-2008 school years. College retention and degree completion were examined in six-month increments from baseline through 24 months following the initiation of the 12-month program.
Primary Evidence Base for Certification
Bettinger and Baker (2014) found that compared to participants in the uncoached control condition, participants who received InsideTrack coaching showed significantly higher rates of college retention during the program implementation period (at six- and 12-month assessments) and at the two posttest assessments (six and 12 months after coaching ended). In addition, for a subsample of students with available graduation data (3 cohorts), participants receiving InsideTrack coaching services also showed significantly higher rates of degree completion, relative to uncoached control participants.
Primary Evidence Base for Certification
Bettinger and Baker (2014) found that, compared to participants in the uncoached control condition, participants who received InsideTrack coaching showed significantly higher rates of:
Study 1 (Bettinger & Baker, 2014) did not examine mediating effects.
In Study 1, at the six- and 12-month assessments (which occurred during the program implementation period), Bettinger and Baker (2014) reported 9% and 12% increases in college retention for InsideTrack students compared to uncoached students. At the 18- and 24-month assessments (six and 12 months after coaching ended, respectively) there were 15% increases in college retention for InsideTrack students compared to uncoached students.
One study meets Blueprints standards for high quality methods with strong evidence of program impact (i.e., "certified" by Blueprints): Study 1 (Bettinger & Baker, 2014). The sample included college students from a variety of institutional types (e.g., two- and four-year schools, private and public colleges).
Blueprints: Promising
What Works Clearinghouse: Meets Standards Without Reservations - Positive Effect
InsideTrack
https://www.insidetrack.org/
https://www.insidetrack.org/contact-us