Kudos or Alert: Academic Progress Reports and Student Outcomes

Session Abstract: The University of South Carolina has implemented academic progress reports for undergraduate courses that are historically difficult or supported by academic services, including supplemental instruction and peer tutoring. Instructors submit progress reports at key points during the semester (e.g., four-to-six-week mark and before WF deadline), and students who receive ‘alerts’ are provided with opportunities for additional support. This session will explore the relationship between the academic progress reports and students’ outcomes in the associated courses, the likelihood of receiving ‘alert’ reports in future semesters, and the relationship between academic progress reports and persistence. Findings include increased likelihood of earning an ABC when instructors submit progress reports, increased likelihood of earning an ABC when responding to outreach for support, and increased likelihood of earning an A when recognized for improved performance.

Keywords: retention, research, academics, assessment, students