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When Do Honors Programs Make the Grade? Conditional Effects on College Satisfaction, Achievement, Retention, and Graduation

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  • Nicholas A. Bowman

    (University of Iowa)

  • KC Culver

    (University of Iowa)

Abstract

Many people within and outside of higher education view honors programs as providing meaningful academic experiences that promote learning and growth for high-achieving students. To date, the research exploring the link between honors participation and college grades and retention has obtained mixed results; some of the seemingly conflicting findings may stem from the presence of methodological limitations, including the difficulty with adequately accounting for selection into honors programs. In addition, virtually no research has explored the conditions under which honors programs are most strongly related to desired outcomes. To provide a rigorous examination of the potential impact of this experience, this study conducted propensity score analyses with a large, multi-institutional, longitudinal sample of undergraduates at 4-year institutions. In the full sample, honors participation predicts greater college GPA and 4-year graduation, while it is unrelated to college satisfaction and retention. However, these results differ notably by institutional selectivity: Honors participation is associated with greater college GPA, retention to the third and fourth years of college, and 4-year graduation at less selective institutions, but it is significantly related only to GPA at more selective institutions. These relationships are also sometimes larger among students from historically underrepresented groups.

Suggested Citation

  • Nicholas A. Bowman & KC Culver, 2018. "When Do Honors Programs Make the Grade? Conditional Effects on College Satisfaction, Achievement, Retention, and Graduation," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(3), pages 249-272, May.
    • Handle: RePEc:spr:reihed:v:59:y:2018:i:3:d:10.1007_s11162-017-9466-y
    DOI: 10.1007/s11162-017-9466-y
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    References listed on IDEAS

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    1. Hong, Guanglei & Raudenbush, Stephen W., 2006. "Evaluating Kindergarten Retention Policy: A Case Study of Causal Inference for Multilevel Observational Data," Journal of the American Statistical Association, American Statistical Association, vol. 101, pages 901-910, September.
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    3. George D. Kuh & Ty M. Cruce & Rick Shoup & Jillian Kinzie & Robert M. Gonyea, 2008. "Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence," The Journal of Higher Education, Taylor & Francis Journals, vol. 79(5), pages 540-563, September.
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    Cited by:

    1. Jing Tian & Mohan Zhang & Haitao Zhou & Jianfen Wu, 2021. "College Satisfaction, Sense of Achievement, Student Happiness and Sense of Belonging of Freshmen in Chinese Private Colleges: Mediation Effect of Emotion Regulation," IJERPH, MDPI, vol. 18(22), pages 1-14, November.
    2. Amy E. Stich, 2018. "Stratification with Honors: A Case Study of the “High” Track within United States Higher Education," Social Sciences, MDPI, vol. 7(10), pages 1-17, September.
    3. Jeongeun Kim & Molly Ott & Lindsey Dippold, 2020. "University and Department Influences on Scientists’ Occupational Outcomes," Research in Higher Education, Springer;Association for Institutional Research, vol. 61(2), pages 197-228, March.
    4. Ibsen, Kristoffer & Rosholm, Michael, 2024. "What Works? Interventions Aimed At Reducing Student Dropout in Higher Education," IZA Discussion Papers 16853, Institute of Labor Economics (IZA).
    5. K. C. Culver & Nicholas A. Bowman, 2020. "Is What Glitters Really Gold? A Quasi-Experimental Study of First-Year Seminars and College Student Success," Research in Higher Education, Springer;Association for Institutional Research, vol. 61(2), pages 167-196, March.

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