ABSTRACT

This article reports on the effectiveness of an Early Intervention Pilot (EIP) with year 1 law students in Lancashire Law School, UCLan in 2018–19. The initiative was designed to address concerns over attendance and attainment identified in a previous School project. The EIP used non-attendance thresholds to trigger early intervention student meetings with Course Leaders to explore reasons for absence and to offer appropriate advice and signposting. Quantitative analysis of EIP data reveals improvements in both attendance and attainment for the cohort when compared with an earlier cohort. Additional findings reveal benefits in early identification of significant numbers of students with a range of needs, allowing for more effective signposting to sources of support during their first semester. This article contributes to the literature in exploring the impact of an early intervention approach within a law school context and in revealing the scale and depth of complex student needs.

摘要

本文报告了 2018-19 年在加州大学兰开夏郡法学院一年级法学院学生早期干预试点 (EIP) 的有效性。该倡议旨在解决在以前的学校项目中确定的对出勤率和成绩的担忧。EIP 使用缺勤阈值触发与课程负责人的早期干预学生会议，以探讨缺勤原因并提供适当的建议和路标。EIP 数据的定量分析显示，与早期队列相比，该队列的出勤率和学业成绩都有所提高。其他研究结果揭示了早期识别大量具有一系列需求的学生的好处，从而可以在第一学期更有效地指示支持来源。