Can coaching bridge the gap for incoming Latinx graduate students?

Attrition rates in the first two years of graduate school are high and similar to 50% higher for underrepresented students. Here we evaluate an online group coaching intervention using a controlled and an experimental group to determine its impact on skills that are likely predictors of student success, namely the Hallmark of Success indices developed by the National Institutes of Health (NIH). Our intervention includes eight online coaching sessions (four prior to the first year of graduate school and four during the first year of graduate school). Coaching group sessions, led by certified coaches, address Resilience, Risk and Protective Factors, Accountability, Leadership, Teamwork, Professional Networking, and Self-Assessment. We evaluated the change in Hallmark of Success indices with a pre- and post-questionnaire of 44 items used to assess students' self-evaluation in nine areas. Students in the experimental coaching group showed a significant increase in the Hallmark of Success indices in seven out of nine areas of student performance between the pre- and post-questionnaires compared to the null model of no changes between time periods. In addition, in all of the nine indices of success, we noted significant differences between the pre- and post-surveys for the experimental group. Our experimental design shows that our cost-effective coaching model improves student performance as perceived by the students.