What Can We Learn about College Retention from Student Writing?
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| Title: | What Can We Learn about College Retention from Student Writing? |
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| Language: | English |
| Authors: | McCaffrey, Daniel, Holtzman, Steven, Burstein, Jill, Beigman Klebanov, Beata |
| Source: | Grantee Submission. 2021Paper presented at the International Conference on Learning Analytics & Knowledge (LAK21) (11th, 2021). |
| Peer Reviewed: | Y |
| Page Count: | 3 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A160115 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, School Holding Power, Writing Ability, Writing Evaluation, Automation, Prediction, At Risk Students |
| Abstract: | Low retention rates in college is a policy concern for US postsecondary institutions, and writing is a critical competency for college (Graham, 2019). This paper describes an exploratory writing analytics study at six 4-year universities aimed at gaining insights about the relationship between college retention and writing. Findings suggest that AWE is useful for exploring the relationship between college retention and writing, and have implications for gathering diagnostic retention analytics from student writing. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| Accession Number: | ED618693 |
| Database: | ERIC |
| Abstract: | Low retention rates in college is a policy concern for US postsecondary institutions, and writing is a critical competency for college (Graham, 2019). This paper describes an exploratory writing analytics study at six 4-year universities aimed at gaining insights about the relationship between college retention and writing. Findings suggest that AWE is useful for exploring the relationship between college retention and writing, and have implications for gathering diagnostic retention analytics from student writing. |
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