Non-Cognitive Ability, College Learning, and Student Retention

Autor/inn/en	Gray, John; Swinton, Omari H.
Titel	Non-Cognitive Ability, College Learning, and Student Retention
Quelle	In: Journal of Negro Education, 86 (2017) 1, S.65-76 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.86.1.0065
Schlagwörter	Cognitive Ability; Academic Ability; Black Colleges; Grade Point Average; Academic Achievement; School Holding Power; Graduation Rate; Grade Prediction; Dropouts; Program Effectiveness; Predictor Variables; Dropout Rate; Achievement Tests; Standardized Tests; College Entrance Examinations; Enrollment; African American Students; South Carolina; Stanford Achievement Tests; ACT Assessment + Suchen Sie Ihr Suchwort? Denkfähigkeit; Schulleistung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Prädiktor; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Aufnahmeprüfung; Einschulung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	There has been a steady increase in college enrollment rates in recent decades, which has not been accompanied by a corresponding increase in graduation rates. If this discrepancy is partly due to insufficient effort exerted by students, policies that aim at rewarding effort explicitly may succeed in increasing graduation rates. A unique and rich administrative dataset was used to analyze the impact of a new grading policy at Benedict College, a private historically Black college, on the college's performance and retention rates. The introduction of this policy was followed by an increase in students' cumulative grade point averages, but also by decreases in retention rates and predictive power of cognitive ability measures. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01