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Results for persistence were not statistically significant

• Overall, the findings for one-year persistence among Single Stop users across the four community colleges were small and not statistically significant. However, these pooled results masked substantial variation in results by college.
• The estimates for the impact of Single Stop at three colleges were positive (though not statistically significant).

Use of Single Stop was associated with an increase in credit accumulation

• Within one year of Single Stop access, Single Stop users across the four colleges had attempted and earned more than one additional credit over a year, relative to similar students who did not use Single Stop.

Results suggested potentially larger benefits for certain types of students

• The exploratory analysis for key student subgroups suggests that there were large, statistically significant impacts for students who were older or claimed themselves as independent for purposes of financial aid reporting.
• Estimates were slightly larger and statistically significant for nonwhite students — but probably not meaningfully different from estimates for white students.

Community college students in the United States face major challenges with college completion. Low-income students experience particularly high rates of dropout, and there are a wide range of nonacademic issues that act as barriers for low-income students. The goal of Single Stop's College Initiative is to offer a "one-stop shop" that connects students to nonacademic resources that may help them address many of the challenges they face. When college students enter the Single Stop office, staff assess the students' needs and provide them with case management support that aims to connect them with existing governmental, institutional, and community resources through benefits screenings and referrals.

For this report, the authors examined the impact of using Single Stop on postsecondary outcomes for students enrolled between spring 2016 and fall 2016 at four community colleges in North Carolina. The outcomes of interest are persistence (continued enrollment, transfer, or completion), credits attempted, and credits earned. Overall, the findings suggest that Single Stop does have the potential to offer benefits to students. Across the four colleges, there was an increase of 1.1 credits earned by Single Stop users with one year of Single Stop use. The authors did not find an overall statistically significant impact on persistence rates across the four colleges, though there were positive impacts on persistence for independent students. There was wide variation in findings across the four colleges.

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