High-Impact Practices: Evaluating Their Effect on College Completion

Autor/inn/en	McDaniel, Anne; Van Jura, Matthew
Titel	High-Impact Practices: Evaluating Their Effect on College Completion
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 24 (2022) 3, S.740-757 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Jura, Matthew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025120947357
Schlagwörter	Educational Practices; Program Evaluation; Program Effectiveness; Educational Attainment; College Students; Predictor Variables; Student Characteristics; Internship Programs; Teacher Student Relationship; Study Abroad; Community Involvement; Disproportionate Representation; Minority Group Students; First Generation College Students + Suchen Sie Ihr Suchwort? Bildungspraxis; Programme evaluation; Programmevaluation; Bildungsabschluss; Bildungsgut; Collegestudent; Prädiktor; Berufspraktische Ausbildung; Teacher student relationships; Lehrer-Schüler-Beziehung; Studies abroad; Auslandsstudium
Abstract	Since the Association of American Colleges and Universities (AAC&U) introduced high-impact practices (HIPs) in 2007, scholars have argued that students' involvement in these programs is associated with a range of positive outcomes. Namely, participation in HIPs is thought to promote student retention and help close achievement gaps between historically marginalized populations and advantaged peers. However, few have used a longitudinal approach to determine if HIP participation is related to college completion while accounting for pre-college variables. This study used data from the Educational Longitudinal Study (ELS) to analyze the impact of HIP participation on students' likelihood of completing college within six years, controlling for socioeconomic status, high school math and reading scores, and high school involvement. Results suggested that students involved in HIPs were more likely to complete college within six years compared to uninvolved peers, but found no evidence of compensatory effects among students who were involved with HIPs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01