College impact on student learning: Comparing the use of self-reported gains, standardized test scores, and college grades

To examine the impact of college researchers have used a variety of measures of learning and fairly comparable results have been obtained. This study undertakes a direct comparison of three learning indicators: college grade-point average, student-reported growth (Verbal and Quantitative), and GRE scores (Verbal, Quantitative, and Composite). The same set of independent variables was regressed onto each dependent measure using a national sample of 2,289 students. Substantive interpretations are presented and comparisons are made for paired regressions using alternate indicators. This paper provides evidence suggesting that (1) student-reported cognitive growth survey items have a modest relative validity; (2) the attenuation associated with the use of residual gain scores does not invalidate their use; and (3) comparable results are obtained when using the college GPA and standardized test scores. It is concluded that the alternate measures can be used as proxies for more direct measures of learning.