NSSE08 Benchmark Comparisons Report (McGill)

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McGill UniversitcG U ve s yyBenchmark ComparisonsAugust 2008Interpreting the Benchmark Comparisons ReportTo focus discussions about the importance of student engagement and guide institutional improvement efforts, NSSE created five Benchmarks of Effective Educational Practice: Level of Academic Challenge, Active and Collaborative Learning, Student-Faculty Interaction, Enriching Educational Experiences, and Supportive Campus Environment. This Benchmark Comparisons Report compares the performance of your institution with your selected peers or consortium. In addition, page 9 provides two other comparisons between your school and (a) above-average institutions with benchmarks in the top 50% of all NSSE institutions and (b) high-performing institutions with benchmarks in the top 10% of all NSSE institutions. These displays allow you to determine if the engagement of your typical student differs in a statistically significant, meaningful way from the average student in these comparison groups. More detailed information about how benchmarks are created can be found on the NSSE Web site at www.nsse.iub.edu/2008_Institutional_Report/.Statistical SignificanceBenchmarks with mean differences that are larger than would be expected by chance alone are noted with one, two, or three asterisks, denoting one of three Class and Sample significance levels (p<.05, p< .01, and p<.001). The smaller the significance level, Means are reported for athe smaller the likelihood ...

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• Langue: English

Extrait

McGill Universit

Benchmark Comparisons August 2008

Interpreting the Benchmark Comparisons Report

To focus discussions about the importance of student engagement and guide institutional improvement efforts, NSSE created five Benchmarks of Effective Educational Practice: Level of Academic Challenge, Active and Collaborative Learning, Student-Faculty Interaction, Enriching Educational Experiences, and Supportive Campus Environment. This Benchmark Comparisons Report compares the performance of your institution with your selected peers or consortium. In addition, page 9 provides two other comparisons between your school and (a) above-average institutions with benchmarks in the top 50% of all NSSE institutions and (b) high-performing institutions with benchmarks in the top 10% of all NSSE institutions. These displays allow you to determine if the engagement of your typical student differs in a statistically significant, meaningful way from the average student in these comparison groups. More detailed information about how benchmarks are created can be found on the NSSE Web site at www.nsse.iub.edu/2008_Institutional_Report/.

Class and Sample Means are reported for first-year students and seniors. Institution- reported class ranks are used. All randomly selected students are included in these analyses. Students in targeted or locally administered oversamples are not included.

Mean The mean is the weightedarithmetic average of student level benchmark scores.

Benchmark Description & Survey Items A description of the benchmark and the individual items used in its creation are summarized.

Statistical Significance Benchmarks with mean differences that are larger than would be expected by chance alone are noted with one, two, or three asterisks, denoting one of three significance levels (p<.05, p< .01, and p<.001). The smaller the significance level, the smaller the likelihood that the difference is due to chance. Please note that statistical significance does not guarantee that the result is substantive or important. Large sample sizes (as with the NSSE project) tend to produce more statistically significant results even though the magnitude of mean differences may be inconsequential. It is recommended to consult effect sizes to judge the practical meaning of the results.

Level of Academic Challenge (LAC) Benchmark Comparisons

Class First-Year Senior

100

75

50

25

51.8

0 NSSEville State

NSSEville State

a Mean 51.8 55.7

FirstYear

52.1

Mid East Public

51.5

Carnegie Class

Mid East Public Effect a b c Mean SigSize 52.1 -.02 55.2 .04

51.7

NSSE 2008

100

75

50

25

NSSEville State compared with:

Carnegie Class Effect a b c Mean SigSize 51.5 .02 55.1 .05

55.7

0 NSSEville State

Senior

55.2

Mid East Public

NSSE 2008 a b Mean Sig 51.7 55.6

55.1

Carnegie Class

55.6

NSSE 2008

Effect c Size .00 .01

Level of Academic Challenge (LAC) Items Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote high levels of student achievement by emphasizing the importance of academic effort and setting high expectations for student performance. - Preparing for class (studying, reading, writing, rehearsing, etc. related to academic program) - Number of assigned textbooks, books, or book-length packs of course readings - Number of written papers or reports of 20 pages or more; number of written papers or reports of between 5 and 19 pages; and  number of written papers or reports of fewer than 5 pages - Coursework emphasizing analysis of the basic elements of an idea, experience or theory - Coursework emphasizing synthesis and organizing of ideas, information, or experiences into new, more complex interpretations  and relationships - Coursework emphasizing the making of judgments about the value of information, arguments, or methods - Coursework emphasizing application of theories or concepts to practical problems or in new situations - Working harder than you thought you could to meet an instructor's standards or expectations - Campus environment emphasizing time studying and on academic work

a See theNSSE Effect Size Interpretation Guideat www.nsse.iub.edu/html/effect_size_guide.cfm for additional information.

a Effect Size Effect size indicates the practical significance of the mean difference. It is calculated by dividing the mean difference by the pooled  . , an effect size of .2 is often considered small, .5 moderate, and .8 large. A positive sign indicates that your institution’s mean was greater, thus showing an affirmative result for the institution. A negative sign indicates the institution lags behind the comparison group, suggesting that the student behavior or institutional practice represented by the item may warrant attention.

Bar Charts A visual display of first-year and senior mean benchmark scores for your institution and your selected peer or consortium groups.

Page 2

Level of Academic Challenge (LAC) Benchmark Comparisons

Class First-Year Senior

100

75

50

25

0

52.4

McGill

McGill

a Mean 52.4 56.6

FirstYear

51.1

G13

.

AAU Publics

a Mean 51.1 54.4

Level of Academic Challenge (LAC) Items

50.8

G13

Quebec

b Sig * ***

Effect c Size .10 .16

100

75

50

25

0

NSSE 2008 Benchmark Comparisons McGill University

McGill compared with:

AAU Publics

a Mean 53.8 55.2

McGill

b Sig ** *

Effect c Size -.11 .09

Senior

.

G13

Quebec

a Mean 50.8 53.6

AAU Publics

b Sig ** ***

.

Quebec

Effect c Size .13 .22

Challenging intellectual and creative work is central to student learning and collegiate quality. Colleges and universities promote high levels of student achievement by emphasizing the importance of academic effort and setting high expectations for student performance.

●Preparing for class (studying, reading, writing, doing homework or lab work, etc. related to academic program) ●Number of assigned textbooks, books, or book-length packs of course readings ●Number of written papers or reports of 20 pages or more; number of written papers or reports of between 5 and 19 pages; and number of written papers or reports of fewer than 5 pages ●Coursework emphasizes:Analysisof the basic elements of an idea, experience or theory ●Coursework emphasizes:Synthesisand organizing of ideas, information, or experiences into new, more complex interpretations and relationships ●Coursework emphasizes:Making of judgmentsabout the value of information, arguments, or methods ●Coursework emphasizes:Applyingtheories or concepts to practical problems or in new situations ●Working harder than you thought you could to meet an instructor's standards or expectations ●Campus environment emphasizes: Spending significant amount of time studying and on academic work.

a Weightedbygender,enrollmentstatus,andinstitutionalsize. b * p<.05 ** p<.01 ***p<.001 (2-tailed). c Mean difference divided by the pooled standard deviation.

Page 3

50

75

●Asked questions in class or contributed to class discussions ●Made a class presentation ●Worked with other students on projectsduring class ●Worked with classmatesoutside of classto prepare class assignments ●Tutored or taught other students (paid or voluntary) ●Participated in a community-based project (e.g., service learning) as part of a regular course ●Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.)

Quebec

Effect c Size -.46 -.26

b Sig *** ***

NSSE 2008 Benchmark Comparisons McGill University

45.8

46.8

41.5

42.1

AAU Publics

McGill compared with:

Effect c Size -.46 -.31

b Sig *** ***

a Mean 40.4 46.8

a Mean 33.0 41.5

McGill

40.4

a Mean 34.5 42.1

FirstYear

Active and Collaborative Learning (ACL) Benchmark Comparisons

Class First-Year Senior

G13

Students learn more when they are intensely involved in their education and asked to think about what they are learning in different settings. Collaborating with others in solving problems or mastering difficult material prepares students for the messy, unscripted problems they will encounter daily during and after college.

AAU Publics

Quebec

AAU Publics

G13

0

Active and Collaborative Learning (ACL) Items

Quebec

100

b Sig *

Effect c Size -.09 -.04

50

75

40.7

McGill

a Weightedbygender,enrollmentstatus,andinstitutionalsize. b * p<.05 ** p<.01 ***p<.001 (2-tailed). c Mean difference divided by the pooled standard deviation.

33.0

25

0

25

34.5

Senior

McGill

100

Page 4

G13

a Mean 40.7 45.8

0

30.2

StudentFaculty Interaction (SFI) Items

b Sig

a Mean 20.5 27.8

b Sig

a Mean 20.8 30.2

FirstYear

30.6

75

100

20.5

20.8

Page 5

32.3

21.6

Class First-Year Senior

McGill

39.5

McGill compared with:

a Mean 32.3 39.5

AAU Publics

Effect c Size .02 .13

**

●Discussed grades or assignments with an instructor ●Talked about career plans with a faculty member or advisor ●Discussed ideas from your readings or classes with faculty members outside of class ●Worked with faculty members on activities other than coursework (committees, orientation, student-life activities, etc.) ●Received prompt written or oral feedback from faculty on your academic performance ●Worked on a research project with a faculty member outside of course or program requirements

a Weightedbygender,enrollmentstatus,andinstitutionalsize. b * p<.05 ** p<.01 ***p<.001 (2-tailed). c Mean difference divided by the pooled standard deviation.

NSSE 2008 Benchmark Comparisons McGill University

Quebec

Senior

McGill

Effect c Size -.05 -.03

G13

b Sig *** ***

Effect c Size -.64 -.46

McGill

50

25

a Mean 21.6 30.6

25

50

75

100

G13

Quebec

Students learn firsthand how experts think about and solve practical problems by interacting with faculty members inside and outside the classroom. As a result, their teachers become role models, mentors, and guides for continuous, life-long learning.

AAU Publics

StudentFaculty Interaction (SFI) Benchmark Comparisons

AAU Publics

0

27.8

Quebec

G13

Enriching Educational Experiences (EEE) Benchmark Comparisons

Class First-Year Senior

100

75

50

25

0

28.2

McGill

McGill

a Mean 28.2 38.2

FirstYear

25.0

G13

29.4

AAU Publics

a Mean 25.0 35.2

23.4

G13

Quebec

b Sig *** ***

Enriching Educational Experiences (EEE) Items

Effect c Size .26 .18

100

75

50

25

0

NSSE 2008 Benchmark Comparisons McGill University

McGill compared with:

AAU Publics

a Mean 29.4 42.4

38.2

McGill

b Sig * ***

Effect c Size -.09 -.24

Senior

35.2

G13

Quebec

a Mean 23.4 32.0

42.4

AAU Publics

b Sig *** ***

32.0

Quebec

Effect c Size .38 .40

Complementary learning opportunities enhance academic programs. Diversity experiences teach students valuable things about themselves and others. Technology facilitates collaboration between peers and instructors. Internships, community service, and senior capstone courses provide opportunities to integrate and apply knowledge. ●Participating in co-curricular activities (organizations, campus publications, student government, social fraternity or sorority, etc.) ●Practicum, internship, field experience, co-op experience, or clinical assignment ●Community service or volunteer work ●Foreign language coursework / Study abroad ●Independent study or self-designed major ●Culminating senior experience (capstone course, senior project or thesis, comprehensive exam, etc.) ●Serious conversations with students of different religious beliefs, political opinions, or personal values ●Serious conversations with students of a different race or ethnicity than your own ●Using electronic medium (e.g., listserv, chat group, Internet, instant messaging, etc.) to discuss or complete an assignment ●Campus environment encouraging contact among students from different economic, social, and racial or ethnic backgrounds ●Participate in a learning community or some other formal program where groups of students take two or more classes together

a Weightedbygender,enrollmentstatus,andinstitutionalsize. b * p<.05 ** p<.01 ***p<.001 (2-tailed). c Mean difference divided by the pooled standard deviation.

Page 6

Supportive Campus Environment (SCE) Benchmark Comparisons

Class First-Year Senior

100

75

50

25

0

5 .

McGill

McGill

a Mean 52.9 45.7

FirstYear

.

G13

AAU Publics

a Mean 54.4 49.3

G13

Quebec

Supportive Campus Environment (SCE) Items

b Sig * ***

Effect c Size -.08 -.19

100

75

50

25

0

NSSE 2008 Benchmark Comparisons McGill University

McGill compared with:

AAU Publics

a Mean 60.1 55.5

45.7

McGill

b Sig *** ***

Effect c Size -.40 -.52

Senior

49.3

G13

Quebec

a Mean 55.3 52.9

AAU Publics

b Sig ** ***

.

Quebec

Effect c Size -.14 -.41

Students perform better and are more satisfied at colleges that are committed to their success and cultivate positive working and social relations among different groups on campus.

●Campus environment provides the support you need to help you succeed academically ●Campus environment helps you cope with your non-academic responsibilities (work, family, etc.) ●Campus environment provides the support you need to thrive socially ●Quality of relationships with other students ●Quality of relationships with faculty members ●Quality of relationships with administrative personnel and offices

a Weightedbygender,enrollmentstatus,andinstitutionalsize. b * p<.05 ** p<.01 ***p<.001 (2-tailed). c Mean difference divided by the pooled standard deviation.

Page 7

NSSE 2008 Benchmark Comparisons With Highly Engaging Institutions

Interpreting the Top 10% and Top 50% Comparisons

This section of the NSSE Benchmark Comparisons report allows you to estimate the performance of your average student in relation to the average student attending two different institutional peer groups identified by NSSE for their high levels of student engagement: (a) those with benchmark scores placing them in the top 50% of all NSSE schools in 2008 and (b) a those with benchmark scores in the top 10% for 2008. These comparisons allow an institution to determine if their engagement of their students differs in significant, meaningful ways from these high performing peer groups.

Example

LAC ACL SFI EEE SCE

NSSEville State Mean 57.1 50.3 37.3 21.8 60.9

Mean 55.8 45.8 37.2 30.0 64.7

NSSE 2008 Top 50% Sig Effect size * .10 *** .28 .01 *** -.63 *** -.21

Mean 60.5 50.7 42.0 34.4 69.7

NSSE 2008 Top 10% Sig Effect size *** -0.28 -0.02 *** -0.24 *** -0.98 *** -0.49

NSSEville State CAN conclude...  The average score for NSSEville State first-year students is slightly above (i.e., small positive effect size) that of the average student attending NSSE 2008 schools that scored in the top 50% on Level of Academic Challenge (LAC).  The average NSSEville State first-year student is as engaged (i.e., not significantly different) as the average student attending NSSE 2008 schools that scored in the top 10% on Active and Collaborative Learning (ACL).  It islikelythat NSSEville State is in the top 50% of all NSSE 2008 schools for first-year students on Level of a,b Academic Challenge (LAC) and Active and Collaborative Learning (ACL).

a NSSEville State CANNOT conclude ...  NSSEville State is in the top half of all schools on the Student-Faculty Interaction (SFI) benchmark for first-year b students.  NSSEville State is a "top ten percent" institution on Active and Collaborative Learning (ACL) for first-year b students.

For additional information on how to understand and use the Top 50% and Top 10% section of the benchmark report, see www.nsse.iub.edu/2008_Institutional_Report/.

a Precision-weighted means (produced by Hierarchical Linear Modeling) were used to determine the top 50% and top 10% institutions for each benchmark, separately for first-year and senior students. Using this method, benchmark scores of institutions with relatively large standard errors are adjusted substantially toward the grand mean of all students, while those with smaller standard errors receive smaller corrections. Thus, schools with less stable data, though they may have high scores, may not be identified among the top scorers.

b NSSE does not publish the names of the top 50% and top 10% institutions because of our commitment not to release individual school results and because our policy against the ranking of institutions.

Page 8

39.4

20.8

McGill a Mean 52.4 33.0 20.8 28.2 52.9 56.6 41.5 30.2 38.2 45.7

52.9

52.4

First-Year

63.1

30.2

First-Year

56.2

43.5

McGill compared with NSSE 2008 NSSE 2008 Top 50% Top 10% a c a c Mean Sig Effect size Mean Sig Effect size 56.2 *** -.29 60.6 *** -.64 47.2 *** -.84 51.6 *** -1.05 39.4 *** -.96 43.5 *** -1.09 30.2 *** -.15 32.9 *** -.33 65.4 *** -.68 68.5 *** -.85 59.5 *** -.22 63.1 *** -.48 54.9 *** -.78 59.2 *** -1.02 48.8 *** -.88 54.7 *** -1.16 46.5 *** -.47 54.0 *** -.93 63.2 *** -.92 66.7 *** -1.13

NSSE 2008 Benchmark Comparisons With Highly Engaging Institutions McGill University

Senior

41.5

51.6

47.2

Senior

33.0

25

50

0

a Weighted by gender, enrollment status, and institutional size. b * p<.05 ** p<.01 ***p<.001 (2-tailed). c Mean difference divided by the pooled standard deviation.

Active and Collaborative Learning (ACL)

100

75

LAC ACL SFI EEE SCE LAC ACL SFI EEE SCE

28.2

30.2

32.9

50

38.2

0

75

25

54.7

Senior

66.7

Supportive Campus Environment (SCE)

68.5

Page 9

63.2

Senior

45.7

This display compares your students with those attending schools that scored in the top 50% and top 10% of all NSSE 2008 institutions on a particular benchmark.

100

50

54.0

25

Legend McGill Top 50% Top 10%

100

StudentFaculty Interaction (SFI)

59.2

First-Year

46.5

100

75

Enriching Educational Experiences (EEE)

First-Year

First-Yea

56.6

75

50

25

0

60.6

59.5

Level of Academic Challenge (LAC)

Senio

Senior

First-Year

54.9

48.8

75

0

100

50

25

0

65.4

.1 .2 .3 .1 .2

15.4 15.9 16.6 17.0 17.9

G13 AAU Publics Quebec Top 50% Top 10%

G13 AAU Publics Quebec Top 50% Top 10%

18.1 18.1 16.7 18.4 18.4

.2 .2 .3 .1 .2

21.6 32.3 20.5 39.4 43.5

ENRICHING EDUCATIONAL EXPERIENCES (EEE) McGill (N = 694) 28.2 13.0

18.3

.7

.1 .2 .2 .1 .1

25 31 28 33 36

a All statistics are weighted by gender, enrollment status, and institutional size. b Standard Deviation is a measure of the average amount the individual scores deviate from the mean of all the scores in the distribution.

15.9 18.1 15.3 19.4 21.2

.2 .2 .2 .1 .3

34.5 40.4 40.7 47.2 51.6

SUPPORTIVE CAMPUS ENVIRONMENT (SCE) McGill (N = 683) 52.9

G13 AAU Publics Quebec Top 50% Top 10%

.5

25.0 29.4 23.4 30.2 32.9

54.4 60.1 55.3 65.4 68.5

ACTIVE AND COLLABORATIVE LEARNING (ACL) McGill (N = 791) 33.0 15.3

G13 AAU Publics Quebec Top 50% Top 10%

STUDENTFACULTY INTERACTION (SFI) McGill (N = 720) 20.8

12.2 13.5 12.3 13.7 14.3

Mean Statistics

30

13.8

.5

LEVEL OF ACADEMIC CHALLENGE (LAC) McGill (N = 712) 52.4

10,666 876 4,707 763 1,028

8 11 6 11 11

FirstYear Students

11 19 14 24 24

14

31 33 30 34 38

.5

28 40 28 50 56

9

0 11 0 11 13

42 47 44 53 56

22

56 61 56 67 69

32 37 31 38 42

67 72 67 78 81

10,212 8,494 902 35,461 7,930

83 92 83 94 97

64

.000 .027 .000 .000 .000

-1.5 -7.2 -2.4 -12.5 -15.6

.034 .000 .001 .000 .000

1.3 -1.4 1.6 -3.8 -8.2

.019 .009 .004 .000 .000

SD

Mean

c SEM

NSSE 2008 Benchmark Comparisons a Detailed Statistics and Effect Sizes McGill University

-.08 -.40 -.14 -.68 -.85

27

12.7 12.9 12.8 13.1 12.8

.1 .1 .2 .1 .1

19

17 28 17 39 39

35

11 22 11 28 28

-.8 -11.5 .3 -18.5 -22.7

.216 .000 .627 .000 .000

3.1 -1.2 4.7 -2.0 -4.7

10,371 8,731 4,535 714 811

G13 AAU Publics Quebec Top 50% Top 10%

.013 .000 .000 .000 .000

11,404 10,016 1,171 828 1,016

-1.4 -7.3 -7.6 -14.2 -18.5

83

c The 95% confidence interval for the population mean it is equal to the sample mean plus/minus the product of 1.96 times the standard error of the mean. d A percentile is the point in the distribution of student-level benchmark scores at or below which a given percentage of benchmark scores fall. e Degrees of freedom used to compute the t-tests. Values vary for the total Ns due to weighting and the equal variance assumption. f Statistical significance represents the probability that the difference between the mean of your institution and that of the comparison group occurred by chance. g Effect size is calculated by subtracting the comparison group mean from the school mean, and dividing the result by the pooled standard deviation.

24

60 62 59 65 70

51 54 51 56 61

46 52 46 53 58

17 19 14 21 23

24 28 22 29 32

53

42

43 45 42 48 52

33

43

50 67 50 78 83

50

-.05 -.64 .02 -.96 -1.09

Effect g size

.10 -.11 .13 -.29 -.64

-.09 -.46 -.46 -.84 -1.05

.26 -.09 .38 -.15 -.33

61

800 820 944 42,780 834

72 75 72 77 80

Reference Group Comparison Statistics Deg. of Mean e Freedom Diff. Sig.

Distribution Statistics d Percentiles 5th 25th 50th 75th 95th

43

74

52

62

28

0

16.5

.6

Page 10

51.1 53.8 50.8 56.2 60.6

33 38 38 48 50

24 29 29 33 38

11

17

43 48 52 57 62

62 67 71 76 83

50

G13 AAU Publics Quebec Top 50% Top 10%

ACTIVE AND COLLABORATIVE LEARNING (ACL) McGill (N = 661) 41.5 15.8

42.1 46.8 45.8 54.9 59.2

35.2 42.4 32.0 46.5 54.0

18.2 18.6 16.7 18.9 18.5

49.3 55.5 52.9 63.2 66.7

.2 .2 .4 .1 .3

16.0 17.4 15.0 17.8 17.3

.2 .2 .3 .1 .3

G13 AAU Publics Quebec Top 50% Top 10%

30.6 39.5 27.8 48.8 54.7

.2 .3 .4 .1 .4

19 24 19 29 33

19.2 20.4 18.6 21.4 21.9

58

46 54 42 59 66

14

28 39 22 44 56

17 22 17 33 39

6 11 6 17 22

40 50 39 61 72

50 56 53 64 67

36 44 42 50 56

14

11 14 10 17 23

43 48 43 52 57

33 33 33 43 48

.6

32 32 32 36 39

19

LEVEL OF ACADEMIC CHALLENGE (LAC) McGill (N = 626) 56.6

13.5

35

.5

Mean Statistics

61 67 64 75 81

81 86 81 94 97

Seniors

788 799 2,562 684 1,071

.000 .000 .000 .000 .000

6,725 762 2,477 644 815

-.6 -5.3 -4.3 -13.4 -17.8

.336 .000 .000 .000 .000

.000 .024 .000 .000 .000

6,857 7,222 2,544 29,463 6,108

f Statistical significance represents the probability that the difference between the mean of your institution and that of the comparison group occurred by chance. g Effect size is calculated by subtracting the comparison group mean from the school mean, and dividing the result by the pooled standard deviation.

b Standard Deviation is a measure of the average amount the individual scores deviate from the mean of all the scores in the distribution.

G13 AAU Publics Quebec Top 50% Top 10%

a All statistics are weighted by gender, enrollment status, and institutional size.

G13 AAU Publics Quebec Top 50% Top 10%

19 25 25 31 33

19.3

.8

G13 AAU Publics Quebec Top 50% Top 10%

SUPPORTIVE CAMPUS ENVIRONMENT (SCE) McGill (N = 599) 45.7

ENRICHING EDUCATIONAL EXPERIENCES (EEE) McGill (N = 614) 38.2 15.7

STUDENTFACULTY INTERACTION (SFI) McGill (N = 629) 30.2

.6

17.5

.2 .2 .4 .1 .2

16.3 16.9 16.5 17.2 17.5

.7

6

Distribution Statistics d Percentiles 5th 25th 50th 75th 95th

52 57 57 67 71

39

71 76 76 86 90

7,185 809 2,674 694 853

67

56

48

77 78 76 81 84

61

78

Reference Group Comparison Statistics Deg. of Mean e Freedom Diff. Sig.

71

Page 11

54.4 55.2 53.6 59.5 63.1

17

28

29

45 46 45 50 54

52

38

54 55 53 60 64

67 78 67 89 94

65

708 707 908 25,346 724

63 72 60 76 81

78

23 30 22 33 43

34 42 31 47 55

47

31

64 65 62 69 73

c The 95% confidence interval for the population mean it is equal to the sample mean plus/minus the product of 1.96 times the standard error of the mean. d A percentile is the point in the distribution of student-level benchmark scores at or below which a given percentage of benchmark scores fall. e Degrees of freedom used to compute the t-tests. Values vary for the total Ns due to weighting and the equal variance assumption.

.16 .09 .22 -.22 -.48

-.04 -.31 -.26 -.78 -1.02

.18 -.24 .40 -.47 -.93

-.03 -.46 .13 -.88 -1.16

Effect g size

48

37

28

13.7 13.9 13.6 13.8 13.6

.2 .2 .3 .1 .2

2.9 -4.2 6.1 -8.3 -15.9

.510 .000 .006 .000 .000

-.5 -9.3 2.3 -18.7 -24.5

2.1 1.3 2.9 -3.0 -6.6

NSSE 2008 Benchmark Comparisons a Detailed Statistics and Effect Sizes McGill University

-.19 -.52 -.41 -.92 -1.13

Mean

SD

c SEM

-3.6 -9.7 -7.1 -17.5 -20.9

.000 .000 .000 .000 .000