What student engagement data tell us about college readiness

Abstract

Good things go together. Students who talk about substantive matters with faculty and peers, are challenged to perform at high levels, and receive frequent feedback on their performance typically get better grades, are more satisfied with college, and are more likely to persist. While these and other educationally purposeful activities are positively linked to desired outcomes for all types of students, historically underserved students and those who are less well prepared tend to benefit even more (Cruce et al. 2006; Kuh et al. 2006). But for many reasons, large numbers of students do not devote enough effort to these and other important activities, though they are capable of doing so. As a result, many leave college and never return to try again. To increase the odds that students will survive and thrive in college, we need to know more about the precollege experiences and dispositions of students who are less likely to engage and induce those students to participate in demonstrably effective programs and practices.