"Academically Adrift"

45 percent of students "did not shew some momentous transformation in learning" during the first digit eld of college.

36 percent of students "did not shew some momentous transformation in learning" over quaternary eld of college.

Those students who do exhibit improvements run to exhibit exclusive overmodest improvements. Students improved on cipher exclusive 0.18 accepted deviations over the first digit eld of college and 0.47 over quaternary years. What this effectuation is that a student who entered college in the 50th score of students in his or her cohort would move up to the 68th score quaternary eld later -- but that's the 68th score of a new group of freshmen who haven't old some college learning.

Inside Higher Ed summarizes the findings of the book Academically Adrift, by Richard Arum and Josipa Roksa. Their explanation?

The main culprit for demand of academic advancement of students, according to the authors, is a demand of rigor.