In this chapter, the authors investigate the relationships between students’ participation in a multifaceted community-engaged learning program (the Community Engagement Scholars Program-CESP) and their educational success. Using propensity score matching techniques, the authors compared undergraduate students participating in CESP with comparable peers who did not participate. The students who participate in the program progressed more rapidly toward graduation, completing more credits, and were more likely to persist/graduate (93% vs. 83%) after four years. Students from groups underrepresented in postsecondary education completed more credits and, although not significant, had higher persistence/completion (89% vs. 81%) compared with other underrepresented students.
|Original language||English (US)|
|Title of host publication||Educating for Citizenship and Social Justice|
|Subtitle of host publication||Practices for Community Engagement at Research Universities|
|Publisher||Springer International Publishing|
|Number of pages||15|
|State||Published - Jan 1 2017|