MORE GUIDANCE, BETTER RESULTS?

imately 1,700 to 1 in 2001. 22 Exacerbating the shortage of student services, the budgets ofcolleges are often based on formulas that focus on “full-time equivalents,” which tend to countpart-time enrollments and teaching loads for less than their full worth and thus underrepresentpart-time students and their needs.The student-to-counselor ratio alone suggests a shortage of student services. The CommunityCollege Survey of Student Engagement (CCSSE) provides some additional information23about the current state of student services. According to this survey, more than 6 in every 10students say that academic advising/planning is very important. Yet, only 13 percent of studentsreported using academic advising/planning services “often,” whereas 35 percent reported usingthese services “rarely/never.” Students’ reporting on the importance and use of financial aidadvising tells a similar story. In general, students report that many student services are importantto them; however, they do not report using these services often. 24Students and administrators alike appear to agree that there is a need for student services.An MDRC study found that students highlighted financial aid, counseling (includingguidance counseling, personal counseling, and academic advising), and packages of servicesand supports offered through special programs as being critical in making it possible for them toenter and complete a college program. 25 This perceived need is not limited to students; nearly1,000 college administrators who responded to a survey about student retention practicesreported that a key reason why students drop out is inadequate academic advising. 26Evidence of SuccessWhile there is convincing descriptive evidence of the perception that student servicesare critical to students’ academic success, evidence of the actual benefit of providing additionalstudent services, above and beyond what is typically offered, is limited to correlational studies.For example, research by the California Community Colleges Chancellor’s Office suggests thatspecial services targeting nontraditional students are linked to better academic outcomes andimproved retention rates. Attributes associated with these positive outcomes appear to be thatthe services are consistent, that they take into account students’ strengths, and that they respondto students’ needs and to the challenges posed by a college environment. 2722 Woodlief, Thomas, and Orozco (2003), as cited in Purnell and Blank (2004).23 Although the survey is not offered to a nationally representative sample of community college students,the CCSSE cohort member colleges enroll over 3.7 million credit students, or about 58 percent of the nation’stotal credit student population.24 CCSSE (2008).25 Matus-Grossman and Gooden (2002).26 Purnell and Blank (2004), 11-12.27 Mathur (2004).9