High-Impact Practices and Gains in Student Learning
Evidence from Georgia, Montana, and Wisconsin
Feb. 9, 2021
Author(s): Jessa Valentine, Derek Price, Haisheng Yang
Organization(s): DVP PRAXIS, LTD
This report examines the relationship between students’ participation in high-impact practices (HIP) and their perceived learning gains, with special attention paid to the nature of these relationships among Black and Hispanic students and among students 25 years or older. In 2018, with support from Lumina Foundation, the National Association of System Heads (NASH) launched an effort with four public college and university systems to demonstrate how a coordinated approach could expand and improve quality implementation of high-impact practices in an equitable manner.