Measuring student success

Baldwin, Christopher A.; Bensimon, Estela Mara; Dowd, Alicia C.; Kleiman, Lisa

doi:10.1002/cc.438

Cited by 19 publications

(9 citation statements)

References 2 publications

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“…Mesogenetic, long-term change projects are fieldbased. Achieving the Dream, performance-based funding, and the "college completion agenda" are prominent examples of these (Baldwin, Bensimon, Dowd, & Kleiman, 2011).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Sustaining change towards racial equity through cycles of inquiry

Dowd

Liera

2018

EPAA

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Many national, state, and institutional policies and initiatives advocate for change in higher education through structured forms of data use. The case study of “Old Main University” presented in this article shows how local reformers (n=9) drew on data and data use tools provided by a long-term action research project implemented at the university to advance racial equity goals at their university. The case narrative utilizes practice theory, cultural historical activity theory (CHAT), and narrative inquiry to illustrate how administrative leaders and faculty at Old Main University coordinated their efforts in a sustained manner through two cycles of practitioner inquiry that was responsive to policy goals. The findings show that data use is productive to promote racial equity when data and data use protocols are used iteratively and in interaction among practitioners who use them to identify inequities rooted in their own practices. The findings support the conclusion that, to sustain change efforts as long-term (mesogenetic) projects, policy makers and local reformers should plan to iteratively redesign data tools, practices, and policies to institute changes in everyday (microgenetic) work practices. Such purposeful redesign holds potential to re-structure professional interactions, sustain motivation and organizational learning, and acculturate practitioners to equity as a standard of practice.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Sustaining change towards racial equity through cycles of inquiry

Dowd

Liera

2018

EPAA

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“…Further complicating the picture for community colleges, Mullin (2010) observed that transfer students, part-time students, and swirling students are not tracked or counted at all in these federal data systems. Baldwin, Bensimon, Dowd, and Kleiman (2011) agreed that the limitations of data systems on all levels (federal, state, and local) impede the assessment of student outcomes, and they also pointed to the complexity of identifying measures of student success in the community college environment. They contended that if policy makers and institutional leaders are unable to find the right measures and also disaggregate those measures by student subgroups, it will not be possible to promote and sustain access policies that are aligned with equitable outcomes.…”

Section: What About Completion?mentioning

confidence: 99%

Perspectives on Access and Equity in the Era of (Community) College Completion

Bragg

Durham

2012

Community College Review

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In an era when college completion dominates the policy agenda, matters of access and equity are critically important. The allure of raising completion rates by reducing access for students thought unprepared for college and incapable of finishing is too attractive to deny. This article discusses the importance of linking access and completion to ensure that equitable outcomes are obtained by community college learners and examines the question of how policy affects access in the context of the nation's college completion agenda. Key national initiatives undertaken to increase completion are examined with an eye toward understanding how the strategies developed by these initiatives affect student access and success.

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“…Student Success. Student success was measured with a single item asking participants' average grades over the past term (Baldwin, Bensimon, Dowd, & Kleiman, 2011). Responses on the average grades item could range from 1 (below 50%) to 6 (90-100%).…”

Section: Methodsmentioning

confidence: 99%

Predictors of Student Success in Canadian Polytechnics and CEGEPs

Ramey

Lawford

Chalmers³

et al. 2019

cjhe

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Student success in post-secondary education is an ongoing concern, however, research has focused on relatively homogeneous university samples. Moreover, Canadian research on predictors of student success is limited. Following recent trends, we examined non-cognitive, personal qualities, rather than cognitive predictors (e.g., IQ), of student success. Relying on a psychosocial model, we examined age, gender, perceived stress, maternal education, identity style, perseverance, and student engagement as predictors of student success in a multi-site sample of students attending a CEGEP in Quebec (N = 239; Mage = 18.6 years; 68.2% female) and a polytechnic school in Ontario (N = 209; Mage = 20.6 years; 71.3% female). Maternal education and perseverance emerged as significant predictors in both samples. Links between informational identity and cognitive engagement and student success differed by location. Our findings suggest the need to focus on student perseverance, and to consider identity and cognitive engagement dependent on the educational context.

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Measuring student success

Cited by 19 publications

References 2 publications

Sustaining change towards racial equity through cycles of inquiry

Sustaining change towards racial equity through cycles of inquiry

Perspectives on Access and Equity in the Era of (Community) College Completion

Predictors of Student Success in Canadian Polytechnics and CEGEPs

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