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Direct linkK. C. Culver; Nathaniel Bray; John Braxton – Research in Higher Education, 2024
The assumption that honors programs are more academically challenging is rarely interrogated. Using multi-institutional, longitudinal quantitative data from a larger study, we use quasi-experimental methods to examine students' experiences of course rigor, including workload and cognitive challenge, for honors participants compared to…
Descriptors: Honors Curriculum, Students, Student Attitudes, Cognitive Processes
Download full textKenneth A. Shores; Sanford R. Student – Annenberg Institute for School Reform at Brown University, 2024
We use student-level administrative data from Delaware for 43,767 high school students across five 12th grade cohorts from 2017 to 2021. We apply Item Response Theory (IRT) to high school transcript data, treating courses as items and grades as ordered responses, to estimate both student transcript strength ([theta]) and course difficulty. We…
Descriptors: High School Seniors, Academic Records, Course Selection (Students), Grades (Scholastic)
Zachary J. Schroeder; Sara D. Hodges – Social Psychology of Education: An International Journal, 2025
In three studies, college student participants read a description of ambiguous (i.e., neither explicitly positive nor explicitly negative) academic feedback from a faculty member. Evaluations of the ambiguous feedback were compared across participants' gender identities and levels of social and intellectual belonging in their academic majors and…
Descriptors: College Students, Feedback (Response), Ambiguity (Semantics), College Faculty
Namrata Srivastava; Sadia Nawaz; Yi-Shan Tsai; Dragan Gaševic – Journal of Learning Analytics, 2024
In a higher education context, students are expected to take charge of their learning by deciding "what" to learn and "how" to learn. While the learning analytics (LA) community has seen increasing research on the "how" to learn part (i.e., researching methods for supporting students in their learning journey), the…
Descriptors: Learning Analytics, Decision Making, Elective Courses, Undergraduate Students
Six-Year College Graduation Status for High School Students Participating in an Upward Bound Program
Raymond Cabrera – ProQuest LLC, 2024
This study examines the impact of high school academic indicators and participation in the federally funded Upward Bound program on college graduation rates for first-generation, low-income students. Specifically the extent to which participation in the federally funded TRIO Upward Bound program and related factors--high school GPA, course rigor,…
Descriptors: First Generation College Students, Low Income Students, High School Students, Grade Point Average
Matt Giani; Franchesca Lyra; Adam Tyner – Thomas B. Fordham Institute, 2025
While calculus remains the gold standard of academic rigor in most college admissions offices, educators and employers increasingly champion advanced statistics as critical for navigating today's data-driven workforce. So which math pathway actually shapes long-term success? To find out, we asked UT Austin Associate Professor Matt Giani, graduate…
Descriptors: Calculus, Statistics, Mathematics Education, Public Schools
