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Academically Adrift: Understanding College Learning Trends

This comprehensive study examines learning outcomes and student experiences in higher education, highlighting challenges and opportunities for improvement. It analyzes factors affecting college learning, including family background, time management, major selection, and post-graduation transitions. Policy recommendations call for enhanced accountability and research to advance educational quality. The dataset spans multiple years and institutions, offering valuable insights into collegiate learning patterns and disparities.

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Academically Adrift: Understanding College Learning Trends

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  1. Richard Arum and JosipaRoksa April 8, 2011 Education Writers Association Academically Adrift: Limited Learning on College Campuses *We thank the Carnegie Corporation of New York and the Lumina, Ford and Teagle Foundations for their generous financial support and the Council for Aid to Education for collaboration and assistance with data collection.

  2. Source (University of Chicago Press, January 2011):

  3. Determinants of College Learning Dataset • Longitudinal Design • Fall 2005, Spring 2007, Spring 2009, Spring 2010, Spring 2011 (planned) • Large Scale • 2005-2007: 24 diverse four-year institutions; 2,341 students • 2005-2009: 29 diverse four-year institutions, 1,666 students • Breadth of Information • Family background and high school information, college experiences and contexts, college transcripts • Collegiate Learning Assessment (CLA)

  4. Course Requirements Note: Based on Spring 2007 survey.

  5. Students’ Time Use Note: Based on Spring 2007 survey.

  6. Academic Commitment Over Time (source: Phillip Babcock and Mindy Marks, forthcoming 2010 ) Academic time from 1925-1965 in time diaries relatively constant (39.2 to 34.1)

  7. CLA Performance: College Major Note: Predicting 2007 CLA scores while controlling for 2005 CLA scores.

  8. Inequality in CLA Performance: African American vs. White Note: Based on a 3-level HLM model, controlling for a range of demographic/family characteristics.

  9. Institutional Variation 23 percent of CLA growth between 2005 and 2009 occurs across institutions

  10. College Selectivity and CLA Performance Note: Based on a 3-level HLM model, controlling for a range of demographic/family characteristics.

  11. Graduate Transitions • College Graduates, Spring 2010 follow-up survey - preliminary findings • 60 percent reported loans (averaging $26,800) • 9 percent are currently unemployed • Only 35% earn more than $30,000 • 48% if working FT • Only 17% earn more than $40,000 • 23% if working FT • 31 percent living with parents and relatives

  12. College Graduates - News Awareness (2010 Survey)

  13. College Graduates -Civic Engagement (2010 Survey)

  14. Policy Recommendations • Federal imposed accountability would be counterproductive (existing measurements are imperfect; unintended consequences likely) • Accountability should operate at lower levels in the system • Federal resources could provide incentives for institutional improvement, innovation and assessment • Federal resources needed to develop research infrastructure to advance scientific knowledge of learning in higher education

  15. http://highered.ssrc.org/ Richard Arum richard.arum@nyu.edu JosipaRoksa jroksa@virginia.edu

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