Academic Engagement and Student Success: Do High-Impact Practices Mean Higher Graduation Rates?

Johnson, Sarah; Stage, Frances K.

doi:10.1080/00221546.2018.1441107

Cited by 86 publications

(69 citation statements)

References 28 publications

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“…However, Johnson and Stage [8] have shown that practices labeled as "high-impact practices" in higher education, such as participation in first-year seminars, being part of a learning community or service learning, may not be enough to positively predict graduation rates, although a first-year seminar "may have longer-term impacts that are more difficult to measure than grades or retention" [8] (p. 4). Among other contributing factors, relationships with adults (parents and teachers), family's expectations, support and involvement, peer support, alongside socioeconomic status, have proven to be relevant predictors of engagement, persistence in school, and degree attainment [14][15][16][17][18][19][20], thus stressing the importance of outside-institution [20][21][22][23][24], contextual factors for student retention.…”

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confidence: 99%

Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education

2018

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The present paper analyses the relevance of academic engagement in the process of students dropping out of school. Previous studies have consistently shown strong associations between engagement and students’ achievement outcomes. The increased attention given to academic engagement in recent years is also visible in the efforts of stakeholders in higher education to increase engagement and, consequently, to reduce dropout. The relationships between engagement and dropout rates are somewhat fuzzier, vigor, dedication, and absorption vary inconsistently in students at risk. Using a correlation research design, we tested several dimensions of academic engagement as predictors of early dropout intentions on a sample of first-year students (N = 1063). The results showed that psychological academic engagement of students is a significant predictor of early dropout intentions. Differences in academic engagement given by family background and academic context were also tested. The implications of the results are discussed in the light of possible interventions for increasing academic engagement of university students. Also, suggestions for including employers in academic engagement and dropout interventions are given.

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confidence: 99%

Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education

2018

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“…In contrast, Culver and Bowman ( 2020 ) find no effect of first-year seminars on retention or four-year graduation. Johnson and Stage ( 2018 ) find little to no impact of so-called high-impact practices on 4-year or 6-year graduation rates at four-year public institutions.…”

Section: Discussionmentioning

confidence: 99%

Semester Course Load and Student Performance

Huntington-Klein

Gill

2020

Res High Educ

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Many college students in the United States take longer than four years to complete their bachelor's degrees. Long time-to-degree can increase higher education costs by billions. Time-to-degree can be reduced if students take more credits each term. While academic momentum theory suggests that additional credits may also improve student performance, and there is a strong positive correlation between course load and student performance, high course load may reduce time investment in each course, giving high course load a negative causal effect on performance. Concern about the negative impact of course load on performance, especially for struggling students, may lead to pushback against policies to reduce time-to-degree by increasing course load. Using longitudinal data from a regional four-year university with a high average time-to-degree, we find no evidence that high course loads have a negative impact on student grades, even for students at the low end of the performance distribution. This result is consistent with a model where students substitute time away from non-education activities when their course loads increase.

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“…A recent study on student success and HIPs suggested that graduation rates at universities were not associated with experiential activities such as HIPs. Authors used analyses of institutional data (Johnson and Stage 2018). While that informed the field with helpful information using aggregate data, this study measured the impact of HIPs on the skill development of participating students.…”

Section: Discussionmentioning

confidence: 99%

“…A doption of high‐impact prac tices (HIPs) within institutions of higher education has grown over the last decade, and their widespread use suggests that their inclusion has become a mainstay (Johnson and Stage 2018; Kinzie 2012). Research into this general collection of experiential activities, which George Kuh termed “HIPs,” suggests that students derive positive benefits from involvement in terms of student learning (“what students know and can do”) and that higher levels of engagement occurred in students participating in HIPs (Kuh 2008).…”

Section: Introductionmentioning

confidence: 99%

Assessing a High‐Impact Practice in Higher Education Using VALUE Rubrics: What Do Undergraduate Research Posters Tell Us About What Students Know and Can Do?

Gray¹,

Phillips²

2019

Assessment Update

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Academic Engagement and Student Success: Do High-Impact Practices Mean Higher Graduation Rates?

Cited by 86 publications

References 28 publications

Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education

Academic Engagement and Intention to Drop Out: Levers for Sustainability in Higher Education

Semester Course Load and Student Performance

Assessing a High‐Impact Practice in Higher Education Using VALUE Rubrics: What Do Undergraduate Research Posters Tell Us About What Students Know and Can Do?

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