Collegiate Learning Assessment

I'm useless.

A study of more than 2,300 undergraduates found 45 percent of students show no significant improvement in the key measures of critical thinking, complex reasoning and writing by the end of their sophomore years.
Not much is asked of students, either. Half did not take a single course requiring 20 pages of writing during their prior semester, and one-third did not take a single course requiring even 40 pages of reading per week.

. . .

_Overall, the picture doesn't brighten much over four years. After four years, 36 percent of students did not demonstrate significant improvement, compared to 45 percent after two.

_Students who studied alone, read and wrote more, attended more selective schools and majored in traditional arts and sciences majors posted greater learning gains.

_Social engagement generally does not help student performance. Students who spent more time studying with peers showed diminishing growth and students who spent more time in the Greek system had decreased rates of learning, while activities such as working off campus, participating in campus clubs and volunteering did not impact learning.

_Students from families with different levels of parental education enter college with different learning levels but learn at about the same rates while attending college. The racial gap between black and white students going in, however, widens: Black students improve their assessment scores at lower levels than whites.
- College Learning Assessment.
- Are Undergraduates Actually Learning Anything?
- Academically Adrift.