Libraries and College Readiness Study

 A study found that first-year college students who had prior high school research experience, especially those from schools with certified librarians, felt more confident in their academic research skills and performed better in using research tools and strategies, such as information and digital literacy, and the difference between a primary and secondary source of information. 

Valenza, J. et al. (2023). First years' information backpacks: What's already packed or not packed? Journal of Academic Librarianship, 48(4).

https://www.sciencedirect.com/science/article/abs/pii/S0099133322000829?via%3Dihub 

Reading impact study

For a new study, researchers looked at 26 previous studies and a total of 25,090 students and found that differences in reading comprehension could explain 8.4 percent of the variation seen in college grades. The lead author said: "It's about the same magnitude as high school GPA, and high school GPA is historically regarded as the best predictor of college GPA." 

Clinton-Lisell, V. (2022). Performance on reading comprehension assessments and college achievement: A meta-analysis. Journal of College Reading and Learning, 

• https://doi.org/10.1080/10790195.2022.2062626

Subject matter teaching study

A recent study found that high school students who are taught by teachers who majored or minored in a specific teaching subject, instead of a general teaching degree, are more likely to graduate from college. Post-secondary success may also be linked to teacher enthusiasm and passion for subject matter, which can motivate students to get engaged.
Lee, S. (2018). Pulling back the curtain: Revealing the cumulative importance of high-performing, highly qualified teachers on students' educational outcome. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/0162373718769379 

Issues Regarding College Students and First Amendment

Survey results released by John Villasenor and the Brookings Institution found that many college students don't understand the First Amendment, and that a significant minority of students said it would be acceptable for a student group to use violence to prevent a controversial speaker from speaking. These results established the fact that freedom of expression is deeply imperiled among U.S. college campuses. Given this information, Villasenor asserts that although middle and high school students do not need to be experts on constitutional law, teachers can do a better job of giving them a fuller explanation of the scope of the First Amendment, and the fact that it protects the expression of offensive views. 

Villasenor, J. (2017). Views among college students regarding the First Amendment: Results from a new survey. Washington, DC: The Brookings Institution. https://www.brookings.edu/blog/fixgov/2017/09/18/views-among-college-students-regarding-the-first-amendment-results-from-a-new-survey/

High-Achieving, Low-Income Students Face Unequal Practices by Colleges

According to findings from a recent web survey of students who applied for a scholarship from the Jack Kent Cooke Foundation, there are concerns about college costs such as room and board and extra fees that “discourage" a third of high-achieving high school seniors from low-income backgrounds from applying to any college. Roughly half of respondents never visit their "top choice" school, and almost a quarter of them apply with no help from parents, teachers or school counselors. These students had a GPA above 3.8 and SAT or ACT scores in the top 15 percent nationwide. This study is important because it examines the challenges high-achieving students face and offers guidance for how elite colleges can "open their doors wider" to outstanding low-income students.

Jennifer Glynn (2017). Opening doors: How selective colleges and universities are expanding access for high-achieving, low-income students. Lansdowne, VA: Jack Kent Cooke Foundation. https://www.jkcf.org/assets/1/7/JKCF_Opening_Doors.pdf?utm_campaign=Opening_Doors&utm_source=all

Hanover Research Finds College Students Prefer Digital Learning

McGraw-Hill Education’s fourth annual Digital Study Trends Survey asked American college students about their experiences and preferences around "digital learning technology." Digital learning technology, or DLT, was defined as any technology or system that facilitates teaching and learning, from digital course materials and e-textbooks to lecture recordings, learning management systems and other learning platforms. This report shows that classes that use digital tools are preferred by roughly half of college students, and an overwhelming amount say digital tools have helped them learn new concepts. The data also showed that students majoring in science, technology, engineering and math fields were more likely to have a positive view of digital technology than other students.

Key Findings:

-       Online students are the most receptive to DLT, being more likely to prefer and choose classes that utilize it.

-       Laptops are the most essential electronic devices used in student academic life, while smartphones are not perceived as important studying tools.

-       In general, students believe that DLT has helped improve their grades.

-       Student satisfaction with the college experience remains high and consistent with previous survey waves.

-       Students have clear communication preferences for interacting with professors and peers.

-       Media consumption through social media platforms varies significantly by age and gender.

Hanover Research. (2017). 2017 digital study trends survey. New York, NY: McGraw Hill.   

Gallup and Strada Survey - Informal Sources Commonly Used Among Students Seeking Major Advice

Work colleagues and employers are ranked among the best sources of information for students seeking advice about choosing a major. However, according to a new survey by Gallup and Strada Education Network, they are the least utilized. This survey reports that the majority of U.S. adults list their informal social network as providing advice about their college major. The study seeks to explore what types of sources provide advice to students regarding college major selecgtion, and how helpful that advice is perceived to be. Results from the survey found that responses were divided into four broad categories: formal (counselors and media), informal social network (friends, family and community leaders), informal school-based (college staff and professors, high school teachers and coaches), and informal work-based (employers, coworkers, experienced professionals and the military). One implication of the findings from this study is that the most commonly cited sources of advice in choosing a major are not necessarily rated as being the most helpful. The researchers of this report seek to use their findings in order to learn how to enhance traditional models of advice and support to help students make better-informed decisions about their field of study.

Gallup (2017). Major influence: Where students get valued advice on what to study in college. Washington, D.C.: Gallup Inc. and Strada Education Network.

 http://news.gallup.com/file/reports/219236/Gallup-Strada%20Education%20Network%20September%202017%20Major%20Advice%20Report.pdf