I have completed new research on Equitable Access and its impact on course completion rates at a 4-year institution. The study was a pre/post implementation analysis of course completion rates with the purpose of understanding if an Equitable Access course materials model had an impact on course completion rates when comparing pre and post implementation populations. The University of Southern Mississippi provided data for the study. Pre-implementation terms for the study were Fall 2020 and Spring 2021 and the post-implementation terms were Fall 2021, Spring 2022, and Fall 2022. The study population was 48,967. I will cover a few highlights of the study in this blog.

Population Characteristics

This study had some unique populations characteristics, some of which were in line with other studies I have completed. Female students dominated this study as they made up 63% of the total populations. This is in line with my 2-year Equitable Access study and about 8% higher than my and Dr. Brad Piazza’s Waukesha Inclusive Access study. White students were the racial majority at 56% of the total population. This percentage is in line the 2-year EA study and 18% lower than the Waukesha IA study. However, for the first time in any study I have conducted, Black students made up over 20% of the population. Black students made up about 33% of the total study population. Traditional aged students, those 24 and younger made up over 89% of the total study population. I think this 24 and under population percentage is expected at a 4-year institution when compared to a 2-year institution.

Completion Rate Change

I am not going to give away the whole study because I want you to go check it out, but there were some interesting results when looking at the +/- change in course completion rates between the populations. Underrepresented student populations experienced a 2.5-40x greater benefit with Equitable Access than the White student racial majority. Again, White students made up over 56% of the population so, to me, this is an interesting point. It also validates the other research that I have completed showing increased benefit for underrepresented student populations. The percent change experienced by the post-implementation population is not as exaggerated as we saw in the 2-year EA study. However, if we put it into context of real students, the use of an Equitable Access program is changing the lives of nearly 300 students. Interestingly, Hispanic students had a decrease in course completion rate of -1.66% in the post-implementation population. This is the second of four studies where Hispanic students have had a negative interaction with the course materials intervention model. This population is the only one that has shown a decrease in even one of my studies. For any aspiring researchers, this may be an area to focus future research.

Statistical Significance

For statistically inclined readers, 7 of the 12 categories analyzed were found to be statistically significant. I used a p-value of .05 for this study and the 7 statistically significant category p-values ranged between .019 and .001. While all categories analyzed, except for Hispanic students, had an increase in course completion rate in the post-implementation population, the increases were not enough for four of them to be statistically significant.

 Wrap Up

The purpose of this study was to examine the impact on student course completion rates when four-year university students are provided their required course materials on or before the first day of class as part of an equitable access program, compared to students who had the responsibility to source their own required course materials (pre-implementation). As you work through the study, I challenge you to reflect on what the real, practical impact is of this study may represent. While you may not jump at the percentage change, there is real impact on changing the academic outcomes and fortunes for students. Regardless of your position on the use of Equitable Access, these models are impacting student access to course materials and improving student outcomes. My new favorite line from this paper is, “Course materials intervention research isn’t rocket science, but course materials intervention adoption could help someone become a rocket scientist”.  As always, thanks for checking in and I’ll see you next time.

-MM

Reference Citation: Moore, M. (2023). Equitable Access: A Course Completion Rate Analysis from a 4-Year Institution. Retrieved from https://edarxiv.org/g3wt4/.

Alignment

Again, we knew the barrier existed, but it was very much amplified through this disruption.  Issues of access and affordability became personal, not just business and economics. The college bookstore is the business and economics – holding the role that is coordinating this ecosystem between faculty, publishers, and students.  Suddenly, our textbook problem aligns with other higher education issues on campus – tuition, housing, food, etc. We now realize we have a common denominator on campus regarding affordable education. It has the attention of all parties – student affairs, finance, and academics.  We have gotten down to the root issue, and the ecosystem of partners must work together to provide solutions.

Iowa State University

Iowa State University’s inclusive access program is called Immediate Access. Since the program’s inception 10 years ago in 2012, Iowa State students have saved $15M+ compared to the print textbook (in the early years) and market digital pricing (in recent years). This is money that has gone directly into the hands of students. The money is not going to the central fund or a scholarship fund that is for a select few. It’s money that impacts the entire student body. It’s holistically inclusive.

Distribution

Today’s course materials distribution is so different, yet still so the same. Fundamentally, we still collect adoptions from faculty and still sell textbooks to students, but how we do it has changed. We are meeting the students where they are, rather than having the students come to us. The transaction is now an experience. Reading is now learning. Access can be limitless. There is beauty in the disruption. Age-old problems finally have a long-term solution and impact – removing barriers and giving students the opportunity to thrive, not just survive:

• Providing access on Day 1 of class with digital content – powered by robust, modernized technology
• Providing affordable pricing with collaborative, negotiated programs to impact all students (not just those in specific courses or based on student financial status)
• Providing convenience by pairing the experience with the Learning Management System and comparable experience as other content consumption (i.e. music, TV streaming)
• Providing content in an environment conducive to adaptable learning and knowledge retention

Additional Thoughts

I was fortunate to attend the Textbook Affordability Conference back in 2019 at the University of Minnesota.  This is where I first met Phil Hill, a higher education consultant that studies the industry, and he gave a presentation that really summarized this space visually.  This visual (Satir Change Model) is from his presentation – it shows this disruption in the textbook industry. The disruption that they kept saying over and over was in 10 years everything will switch from print to digital. Those 10 years would come and go, then 5 years, and another… well here we are experiencing it, right now. Every university or college is experiencing this on their own timeline. But overall, this is a good representation of what the textbook industry has looked like for the past 10-15 years.

The foreign element signified as the digital movement – IA, OER, even textbook rental (which was popularized around 2009-2010ish). In my opinion, we as an industry are moving into the late stages of chaos, and more into integration.  This means there is less print in the market because publishers have stopped producing as many physical books.  In partnership with publishers, faculty, and bookstores we have made a big dent in solving the issue of textbook pricing by collaborating, innovating, negotiating, and distributing in different ways.  With both OER and publisher IA/EA programs.  Multiple voices in this space advocating for affordability is a powerful thing.  The buy-in and collaboration of all parties – faculty, students, and the support roles such as the library and the bookstore – is what makes the overall affordability initiative successful. This space is not a one-size-fits all approach.  It’s not OER or IA, it’s OER and IA.

Bio

Heather Dean is an experienced professional and influencer in the college store and course materials industry. She is the Assistant Director for the Iowa State University Book Store, serving over 14 years in the course materials industry at her alma mater. Her entrepreneurial vision and spirit for innovation have led Iowa State to successfully implement and maintain major course material affordability initiatives over the years. This includes Inclusive Access digital course materials, textbook rental, and the infusion of development of collaborative partnerships with key academic stakeholder on campus. Iowa State was awarded ICBA’s Excellence in Course Materials Management in 2016, 2017, 2018 and the MVP award in 2013 and 2016.  Heather has served nationally for the Independent College Bookstore Association (ICBA) on the Board of Directors, ICBA Ambassador, and Course Materials Institute Coach & Presenter. She also serves on various advisory councils with industry partners and across campus at Iowa State. Born and raised in Iowa, Heather is an avid Cyclone football fan and baseball mom.