ERIC Number: ED037182
Record Type: RIE
Publication Date: 1969-Jan
Reference Count: 0
The Identification and Evaluation of College Effects on Student Achievement. Final Report.
Rock, Donald A.; And Others
This report is the result of a research effort that tried to find out what determines how much a student learns during his 4 years in college. The major purpose was to find partial answers to two basic questions. (1) If the input with respect to student ability is held constant, will identifiable groups of colleges have graduates showing greater gain in achievement than others? (2) Contingent on demonstrating differential gains between colleges, what are the characteristics of the most and least effective schools? The control variables were the verbal and mathematical scores of the SAT and the student's major field of study. The output performance variables were the area tests of the GRE Institutional Testing Program. The latter are considered achievement tests of institutional effectiveness. Institutional resources were also considered. Most of the colleges in the sample were small and included many types of liberal arts institutions. Results indicated that 85% to 91% of the between college variance was predictable from student input. A small but significant proportion was predictable from income per student, the proportion of faculty with a doctorate, full time equivalent, and the interaction of these 3 variables for all but the GRE-Social Science. (AF)
Descriptors: Academic Achievement, Achievement Tests, College Environment, Comparative Analysis, Educational Resources, Higher Education, Learning, Learning Experience, Predictive Measurement, Resources
Educational Testing Service, Princeton, New Jersey
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Educational Testing Service, Princeton, NJ.