A Multimethod Evaluation of the Idaho Continuous Enrollment Initiative

Abstract

Researchers evaluated the Idaho Continuous Enrollment Initiative, a program supporting educationally disadvantaged, non-traditional students with at-risk characteristics. Using two analytical methods—null hypothesis significance testing and Observation Oriented Modeling—analyses across five grant-funded projects determined personal demographic characteristics such as gender and race did not have a statistically significant impact on three key success metrics. Instead, high-impact practices like peer mentoring and cohort-based learning models improved continuous enrollment, credit completion rates, and cumulative GPAs. Evidence suggests student success initiatives should focus on implementing these supportive structures, rather than focusing on demographic characteristics, to effectively enhance student retention and academic achievement for educationally disadvantaged students.