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ERIC Number: ED177943
Record Type: RIE
Publication Date: 1979-May
Pages: 12
Abstractor: N/A
Reference Count: 0
Analysis Techniques for Assessing the Effect of Higher Education on Student Development Outcomes.
Elfner, Eliot S.
A variety of techniques are available for evaluating the success that implemented programs have in terms of achieving the expected and desired student outcomes and, by extension, the desired goals and objectives of the institution. Current approaches to such analysis are generally limited to the basic strategy of survey research. The two major strategies available to the survey researcher are cross-sectional and longitudinal analysis. Cross-sectional data obscure the input differences that might exist among various classes and differences that might result from selectivity factors at work in the advanced classes' history of dropouts. Longitudinal studies compensate for the first problem, but still do not account for the fact that students who drop out may differ from those who do not. The analysis of change scores may be faulty due to artificial dependence on initial scores. The use of input-output analysis makes it possible to ascertain the separate contributions of student input and program effects to the impact on student outcomes. Input-output analysis is a technique for statistically determining residual scores and then attributing the variation in residual scores to the environmental or program characteristics using step-wise linear regression techniques. Methods of applying this input-output technique to analyze the effect of intra-college programs on student development outcomes are discussed. (SC)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Forum of the Association for Institutional Research (19th, San Diego, California, May 1979)