Does effective classroom instruction enhance bachelor’s degree completion? Some initial evidence

Abstract

Analyzing data from the Wabash National Study, we use probit models while adjusting for sample selection to estimate the influence of effective instructional behaviors on graduating from college. Net of a host of potential confounders, we find that exposure to effective instruction significantly predicts graduating from college in four years. We also find that this relation is indirect. Specifically, students who report greater exposure to effective instructional practices are more satisfied with the collegiate experience, which in turn leads to a greater likelihood of graduating from college in four years.