Longitudinal subject attrition produces systematic baseline differences among continuing, dropout, and non-participating students¶
Claim · All claims
Evidence · 1 study · reviewr2·q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? In Watkins and Hattie's longitudinal survey, first-year questionnaire scores differed systematically and significantly among students who continued and participated, those who dropped out, and those who declined the follow-up. → John T. E. Richardson 2017
Evidence¶
John T. E. Richardson 2017¶
John T. E. Richardson. (2017). Student Learning in Higher Education: a Commentary. Educational Psychology Review, 29, 353–362. https://doi.org/10.1007/s10648-017-9410-x
q2 · i? · review · r2
The commentary cites Watkins and Hattie (1985), who surveyed Australian tertiary students in first year and followed them up in third year, finding systematic and significant baseline differences among continuers, dropouts, and decliners. Attributed second-hand; no effect size printed.
"When Watkins and Hattie examined the questionnaire scores obtained by the students in the first survey, there were systematic and significant differences among these three groups"
Discussion¶
Related Claims¶
- Systematic attrition differences mean COVID-19 impacts on student achievement are likely underestimated in fall 2020 MAP Growth results — related
- Youth lost to attrition had discussed immigration more frequently and reported lower hope and peer validation at baseline — related
- Students who did not retest in fall 2020 were disproportionately minoritized and lower-achieving compared with students who retested — related
- Longitudinal growth observed for current ELs likely underestimates total-cohort growth because students who reach English proficiency exit and are no longer assessed — related
- Online continuing education courses show lower persistence than comparable onground courses (79% vs 84%) over eight quarters — related
- Attrition of 130 students (35%) between pretest and posttest was not systematically related to baseline characteristics — reports the opposite
- Participants who dropped out of the four-wave study reported more peer victimization at the first time point than those who participated at all time points — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
longitudinal-attrition-systematic-baseline-differences |
title |
Longitudinal subject attrition produces systematic baseline differences among continuing, dropout, and non-participating students |
description |
Longitudinal subject attrition produces systematic baseline differences among continuing, dropout, and non-participating students |
status |
review |
evidence_strength |
weak |
newest_evidence |
2017 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — john-t-e-richardson-2017 |
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