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ERIC Number: EJ1215713
Record Type: Journal
Publication Date: 2017
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-2984
EISSN: N/A
Non-Cognitive Ability, College Learning, and Student Retention
Gray, John; Swinton, Omari H.
Journal of Negro Education, v86 n1 p65-76 Win 2017
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.
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Carolina
Identifiers - Assessments and Surveys: Stanford Achievement Tests; ACT Assessment
Grant or Contract Numbers: N/A