February 2025 Eye on Research
Commentary
Higher education in the United States is undergoing significant transformations in many areas, such as learner demographics, technological integration, and changing regulatory requirements. Your institution's effort to adapt policies and practices to meet evolving needs is important work that requires thoughtful collaboration across departments. Your AACRAO partners are here to support your institution as you move through these transitions. If we can help you in any way, please reach out for assistance,
AACRAO Research Update
LEARN Commission Dual-Enrollment Green Paper
We are pleased to share that the LEARN Commission has published its third Green Paper, which focuses on high-school dual enrollment (HSDE). This Green Paper is a collaborative effort between AACRAO and the Community College Research Center (CCRC). The analysis explores existing methodologies, key obstacles, and potential growth areas regarding recognizing HSDE in transfer. The document provides an objective overview to help inform the Commission's decision-making process. You can access the complete Green Paper through the LEARN Commission's website.
High School Dual-Enrollment Green Paper
AACRAO and the National Alliance of Concurrent Enrollment Partnerships (NACEP) are hard at work synthesizing data from the fall 2024 HSDE survey. Some data were captured in the Green Paper mentioned above. The benchmark report will address these data in more detail and include results from the entire survey. We hope to have this report ready by early summer.
Where Does Your Institution Stand on the Use of Artificial Intelligence (AI) for Credit Mobility?
Artificial intelligence (AI) continues to transform higher education. AACRAO is helping the LEARN Commission by gathering data for its final Green Paper, which will cover AI for credit mobility; your institution's perspective is vital.
We are currently conducting a nationwide survey to gather insights on AI and credit mobility. Key survey points include:
- Level of understanding about how AI may be used to support credit mobility
- Current and planned AI implementations for credit mobility
- Challenges and opportunities for applying AI to credit mobility
While the survey is already yielding valuable insights, we need to hear from more voices in higher education in the U.S. to provide a comprehensive understanding of the landscape. Your participation can help shape recommendations that could influence future practices in credit mobility. Please check your inbox for your invitation. If you don’t see one, email research@aacrao.org and we will send you a survey link.
The survey will remain open through the end of February. Whether your institution is actively using AI, considering implementation, or evaluating its position, your input is valuable to this research.
You can preview the survey here. Survey responses will help create a more informed, prepared higher-education sector as we navigate the intersection of AI and credit mobility.
Current Higher Education Research and Related Topics
Study Examines the Efficacy of Academic Alert Systems
A new study in the journal Studies in Higher Education investigates the efficacy of academic alerts on learner performance at Oklahoma State University. The study used propensity score matching to analyze outcomes between treatment and control groups from 2021 to 2023. The sample size consisted of 3,014 students in the treatment group and 3,702 in the control group.
Research demonstrates that implementing academic alerts positively impacts learner success through several key metrics:
- Lower course withdrawal rates among learners in classes in which instructors used academic alerts
- Higher average course grades in treatment-group courses compared to control-group courses
- Higher percentage of learners achieving grades of 'C' or better in courses using academic alerts
Credit-for-Prior-Learning (CPL) Policies Studied in New Report
A comprehensive report produced by the Council for Adult and Experiential Learning (CAEL) and the American Council on Education (ACE) examines the national landscape of credit-for-prior-learning (CPL) policies across all U.S. states and territories. Over 360 state and system policies were analyzed to identify key trends and effective practices. The analysis aims to provide stakeholders with actionable insights for developing and implementing CPL policies that promote success and equity in higher education. The report also links to a comprehensive database of CPL policies.
Nondegree Credential Quality Examined in New Working Paper
This working paper from the Institute of Public Policy examines how different governments worldwide approach data collection and quality frameworks for nondegree credentials (NDCs). Particular emphasis was given to evaluation methods and higher-education institutions' tracking systems of individual states in the U.S. The study evaluates existing data infrastructure and identifies gaps in current systems. Challenges in integrating noncredit and for-credit learner records within U.S. higher education institutions were noted.
Study Examines the Decline in Legacy Admissions
A comprehensive analysis published by Education Reform Now examines the declining trend in legacy admissions practices across U.S. higher education institutions. A significant decrease was revealed, from 49% in 2015 to 24% in 2024. This decline has been driven primarily by legislative action and public scrutiny following the 2023 Supreme Court decision on race-based college admissions. The report indicates legacy preferences have significantly declined across many institutions. However, they remain prevalent at wealthy and selective colleges; more than 50% still maintain the practice. Key findings include:
- 86% of institutions voluntarily ended legacy considerations
- 14% were compelled to end the practice by state law
- 11% of public institutions maintain the practice
- 30% of private colleges and universities still consider legacy status
- 24 states have eliminated legacy preferences in their public higher-education system
Study Finds Faculty Lag in the Use of Artificial Intelligence
A report from Elon University discusses the comprehensive programs and policies they initiated in 2023-2024 to address artificial intelligence's (AI’s) impact on higher education. The report includes the development of digital literacy principles and a widely distributed Student Guide to AI. Survey results from higher education leaders reveal challenges and opportunities as institutions adapt to AI integration. Ninety-three percent of respondents anticipate moderate to significant changes to their teaching models. Key points are shown in Figure 1 below.
Figure 1: Key Data Takeaways
Source: Watson, C. Edward, Lee Rainie, AAC&U, and Elon University’s Imagining the Digital Future Center. 2024. “Leading Through Disruption: Higher Education Executives Assess AI’s Impacts on Teaching and Learning.”