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Professional Proficiency

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Article Abstract

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This quantitative study investigates the relationship between academic advising frequency, free college scholarships (FCS), and student persistence in a statewide community college system. Using data from more than 34,000 students, the study examines how frequent advising and FCS participation influence persistence, with particular attention to race and enrollment status. Results show that students who attended multiple advising sessions were 3.68 times more likely to persist than those without advising. Additionally, FCS recipients were 2.59 times more likely to persist than non-recipients. The combined effect of frequent advising and FCS acceptance resulted in the highest persistence rates. Race-based analysis revealed disparities, with Black and Hispanic/Latino students starting with lower persistence rates but showing significant gains from increased advising. The study highlights the importance of proactive advising and financial aid programs in supporting student success, particularly for underrecognized populations, and provides evidence-based recommendations for improving equity in community colleges.

Author(s)

Michael Goemans, Ed.D., Director of Student Success Technology at Connecticut
State Community College, leads initiatives to enhance student advising,
enrollment management, and persistence through data-informed strategies. He
earned his Doctorate in Educational Leadership for Social Justice from the
University of Hartford, where his dissertation examined the impact of academic
advising frequency on student success in community colleges. His research
interests include persistence, retention, holistic student support, and the
role of technology in advancing equitable outcomes. Dr. Goemans has
contributed to scholarship on community college student success and serves as
a reviewer for the Journal of Applied Research in Community Colleges and
NACADA’s Academic Advising Today. He brings over a decade of experience in
higher education, including teaching, research, and administrative leadership.

Brian Kapinos, Ed.D., Interim Executive Director of Advising Strategy and
Outcomes at Connecticut State Community College, is a higher education
researcher and administrator specializing in student success initiatives and
institutional effectiveness. His work focuses on data-driven decision-making
to improve student persistence, advising practices, and holistic support
services. Dr. Kapinos has collaborated on research examining the impact of
advising frequency on student outcomes and advising systems, middle
management, and the coordination of advising services within community
colleges, contributing to the development of scalable student support models
at Connecticut State Community College.

Steven McDowell, FAAC®, Associate Vice President for Financial Aid Services
& Title IV Compliance at Connecticut State Community College, is a higher
education leader specializing in financial aid policy, strategic enrollment
management, and student success. He has more than 20 years of experience in
financial aid, working across enrollment management teams and serving on
numerous state and local boards dedicated to college access and affordability.
McDowell is the author of multiple publications related to financial aid
compliance and its role in enrollment strategy, including
Basic Guide to Financial Aid. His research and strategic planning
work focus on advancing enrollment, retention, and persistence goals across
community colleges.

References

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