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Improving Undergraduate Learning: Findings and Policy Recommendations from the SSRC-CLA Longitudinal Project

Abstract

This report extends findings reported in the newly released book Academically Adrift: Limited Learning on College Campuses, from the University of Chicago Press, to document the rate of growth on the Collegiate Learning Assessment (CLA) for the full four years of college, academic practices associated with improved student performance, as well as differences across individuals and institutions in the level of learning. Moreover, this report presents recommendations for policymakers, institutions, and practitioners to consider for improving undergraduate learning at U.S. colleges and universities.

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