Examining the Relationship between Student Learning and Persistence
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Examining the Relationship between Student Learning and Persistence Shouping Hu & Alexander C. McCormick & Robert M. Gonyea
# Springer Science+Business Media, LLC 2011
Abstract Using data from the 2006 cohort of the Wabash National Study of Liberal Arts Education, we examined the relationships between three approaches to measuring student learning outcomes (direct-assessment learning gains, self-reported gains, and college grades) and student persistence from the first to second year. Results from a series of logistic regressions indicated that students’ grade-point averages had the largest explanatory power in student persistence, followed by self-reported gains. Direct-assessment learning gains had the least power in explaining persistence. The findings have implications for the national conversation on student success in college. Key words Student learning . Persistence . College outcomes
Shouping Hu is Professor of Higher Education at Florida State University. He received his Ph.D. in Higher Education from Indiana University. His research interests examine issues related to college access and success, student engagement, and higher education policy. His contact information is 1210H Stone Building, Florida State University, Tallahassee, FL 32306. Email: [email protected]. Alexander C. McCormick is Associate Professor of Higher Education and Director of National Survey of Student Engagement at Indiana University Bloomington. He received his Ph.D. in Education and Sociology from Stanford University. His research interests center around assessment and accountability in higher education, and also organizational change and improvement in higher education. His contact information is Center for Postsecondary Research, Indiana University, Bloomington, IN 47406. Email: [email protected]. Robert M. Gonyea is Associate Director of National Survey of Student Engagement at Indiana University Bloomington. He received his Ed.D. in Higher Education from Indiana University. His current research interests include the assessment of college and university quality, writing as a form of engagement in learning, high-impact practices for undergraduate learners, and survey design. His contact information is Center for Postsecondary Research, Indiana University, Bloomington, IN 47406. Email: [email protected]. S. Hu (*) Department of Educational Leadership and Policy Studies, College of Education, Florida State University, 1210 H Stone Building, Tallahassee, FL 32306, USA e-mail: [email protected] A. C. McCormick : R. M. Gonyea Center for Postsecondary Research, Indiana University, Bloomington, IN 47406, USA
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Background In today’s higher education policy arena in the United States, student success in college and student learning outcomes from college are undoubtedly two of the most visible issues that attract attention from a wide spectrum of constituencies including policy makers, institutional administrators, and researchers and scholars. The historically low rate of college completion (Berkner et al. 2002) has made student s
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