World Language
CASSIE national sample results for world language are presented here in an easy-to-digest and share infographic format. Publication and citation information can also be found under ‘Publications and Citation’.
The world language analyses results include:
- Effects of world language major on student success, including graduating in 4 years or 6 years; time to degree; cumulative hours earned; and final GPA.
- Effects of world language degree on student success, including graduating in 4 years or 6 years; time to degree; cumulative hours earned; and final GPA.
- Effects of world language course taking on student success, including graduating in 4 years or 6 years; time to degree; cumulative hours earned; and final GPA.
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Effects of world language major on student success
Here, the national sample infographic presents descriptive statistics about those students who majored (at any point in a student’s undergraduate career) in a world language, followed by the results of our matching analyses.
The sample consists of the entering cohorts of first-time freshmen from fall 2010 and fall 2011 with 4,355 world language major students out of a total of 154,587 students.
The matching analyses examine the degree to which majoring in a world language confers an advantage for 5 indicators of student success: graduating in 4 or 6 years, and conditional on graduating - time to degree, final GPA and cumulative hours earned.
The analysis controls or holds constant a slew of academic and demographic factors, which otherwise might be confounded with the decision to major in a world language. These include high school GPA, SAT/ACT score, need-based aid receipt, Race/Ethnicity, gender, age at matriculation, enrollment intensity (full time or part-time), number of terms enrolled, and multiple major.
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Effects of world language degree on student success
Secondly, the national sample infographic presents descriptive statistics about those students who graduate with a baccalaureate degree in a world language, followed by the results of our matching analyses.
The sample consists of the entering cohorts of first-time freshmen from fall 2010 and fall 2011 with 3,014 world language degree students out of a total of 145,012 students.
The matching analyses examine the degree to which earning a degree in a world language confers an advantage for 5 indicators of student success: graduating in 4 or 6 years, and conditional on graduating - time to degree, final GPA and cumulative hours earned.
The analysis controls or holds constant a slew of academic and demographic factors, which otherwise might be confounded with the decision to earn a degree in a world language. These include high school GPA, SAT/ACT score, need-based aid receipt, Race/Ethnicity, gender, age at matriculation, enrollment intensity (full time or part-time), number of terms enrolled, and multiple major.
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Effects of world language course taking on student success
Thirdly, the national sample infographic presents descriptive statistics about those students who enrolled in one or more world language courses, followed by the results of our matching analyses.
The sample consists of the entering cohorts of first-time freshmen from fall 2010 and fall 2011 with 90,753 students enrolled in at least one world language course out of a total of 224,831 students.
The matching analyses examine the degree to which enrolling in a world language course confers an advantage for 5 indicators of student success: graduating in 4 or 6 years, and conditional on graduating - time to degree, final GPA and cumulative hours earned.
The analysis controls or holds constant a slew of academic and demographic factors, which otherwise might be confounded. These include high school GPA, SAT/ACT score, need-based aid receipt, Race/Ethnicity, gender, age at matriculation, enrollment intensity (full time or part-time), number of terms enrolled, and multiple major.