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College Environments and Student Academic Achievement:

College Environments and Student Academic Achievement: College Environments and Student Academic Achievement JOH N A. CENTRA and DONALD ROCK Educational Testing Service The voluminous research dealing with the impact of different col­ leges on their students has been recently reviewed by Feldman and Newcomb (1969). The vast majority of past studies have dealt with th e affective domain, with Feldman and Newcomb concluding in general terms that "Freshman-to-senior changes in several character­ istics have been occurring with considerable uniformity in most American colleges and universities, in recent decades" (p. 326). While knowledge of changes in students' values and attitudes are undoubtedly important, student cognitive growth is also a critical goal of higher education. Recent multicollege studies by Nichols (1964) and by Astin (1968) have found little relationship between student academic achievement and various objective institutional measures. Controlling for academic ability prior to college and using these same students' scores on the Graduate Record Examination Area Tests as the criteria, Astin (1968) concluded that such institutional resources as the ratio of library books to students, the proportion of faculty with a doctorate, and college income per student contributed little to student achievement. Rock, Centra, and Linn (1970) conducted a similar study with a larger group of http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

College Environments and Student Academic Achievement:

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References (9)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312008004623
Publisher site
See Article on Publisher Site

Abstract

College Environments and Student Academic Achievement JOH N A. CENTRA and DONALD ROCK Educational Testing Service The voluminous research dealing with the impact of different col­ leges on their students has been recently reviewed by Feldman and Newcomb (1969). The vast majority of past studies have dealt with th e affective domain, with Feldman and Newcomb concluding in general terms that "Freshman-to-senior changes in several character­ istics have been occurring with considerable uniformity in most American colleges and universities, in recent decades" (p. 326). While knowledge of changes in students' values and attitudes are undoubtedly important, student cognitive growth is also a critical goal of higher education. Recent multicollege studies by Nichols (1964) and by Astin (1968) have found little relationship between student academic achievement and various objective institutional measures. Controlling for academic ability prior to college and using these same students' scores on the Graduate Record Examination Area Tests as the criteria, Astin (1968) concluded that such institutional resources as the ratio of library books to students, the proportion of faculty with a doctorate, and college income per student contributed little to student achievement. Rock, Centra, and Linn (1970) conducted a similar study with a larger group of

Journal

American Educational Research Journal – SAGE

Published: Jun 24, 2016

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