Western Carolina University
Benchmark Comparisons
August 2007
Interpreting the
Benchmark Comparisons Report
To focus discussions about the importance of student engagement and guide institutional improvement efforts, NSSE created five
clusters or "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/2007_Institutional_Report/.
Class and Sample
Means are reported for
first-year students and
seniors. Institutionreports class ranks are
used. All randomly
selected students are
included in these
analyses. Students in
targeted or locally
administered
oversamples are not
included.
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
NSSEville State compared with:
NSSEville State
Selected Peers
Carnegie Peers
Effect
Class
Mean
First-Year
Senior
a
Mean
52.3
55.8
a
51.6
55.9
Sig
b
Size
c
.05
-.01
a
50.4
55.6
First-Year
Mean
The mean is the
weighted arithmetic
average of student
level benchmark
scores.
100
75
75
51.6
Sig
b
Size
*
c
Effect
Mean
.14
.02
a
Sig
b
51.8
55.8
Size
55.8
55.9
55.6
55.8
NSSEville State
Selected Peers
Carnegie Peers
NSSE 2007
51.8
50.4
50
50
25
25
0
0
NSSEville State
Selected Peers
Carnegie Peers
NSSE 2007
Level of Academic Challenge (LAC) Items
Benchmark
Description & Survey
Items
A description of the
benchmark and the
individual items used in
its creation are
summarized.
c
.04
.00
Senior
100
52.3
NSSE 2007
Effect
Mean
Effect Size
Effect size indicates the
practical significance of the
mean difference. It is
calculated by dividing the
mean difference by the
standard deviation of the
group to which the institution
is being compared. In practice,
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. Look for
patterns of effect sizes that
point to areas of student or
institutional performance that
warrant attention.
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
100
80written papers or reports of 20 pages or more; number of written papers or reports of between 5 and 19 pages; and
● Number of
60
40
20
number of
0written 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
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
NSSE 2007 Benchmark Comparisons
Western Carolina University
Level of Academic Challenge (LAC)
Benchmark Comparisons
WCU compared with:
WCU
ADP
Peers
NSSE 2007
Effect
Class
Mean
First-Year
Senior
a
Mean
52.6
55.7
a
50.4
55.2
Sig
b
***
Size
c
Effect
Mean
.17
.04
b
Size
c
Effect
Mean
.22
.09
a
Sig
b
51.7
55.6
Size
c
.07
.01
Senior
100
100
75
75
50.4
Sig
49.7 ***
54.4 *
First-Year
52.6
a
55.7
55.2
54.4
55.6
WCU
ADP
Peers
NSSE 2007
51.7
49.7
50
50
25
25
0
0
WCU
ADP
Peers
NSSE 2007
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
Weighted by gender, enrollment status, and institutional size.
b
* p<.05 ** p<.01 ***p<.001 (2-tailed).
c
Mean difference divided by comparison group standard deviation.
Page 3
NSSE 2007 Benchmark Comparisons
Western Carolina University
Active and Collaborative Learning (ACL)
Benchmark Comparisons
WCU compared with:
WCU
ADP
Peers
NSSE 2007
Effect
Class
Mean
First-Year
Senior
a
Mean
48.1
54.7
a
41.1
50.9
Sig
b
***
***
Size
c
Effect
Mean
.43
.22
a
Sig
b
Size
41.4 ***
51.9 ***
First-Year
Effect
Mean
.40
.16
a
Sig
b
Size
41.2 ***
50.1 ***
Senior
100
100
75
75
54.7
50
c
48.1
50.9
51.9
ADP
Peers
50.1
50
41.1
41.4
41.2
25
25
0
0
WCU
ADP
Peers
NSSE 2007
WCU
NSSE 2007
Active and Collaborative Learning (ACL) Items
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.
●
●
●
●
●
●
●
a
Asked questions in class or contributed to class discussions
Made a class presentation
Worked with other students on projects during class
Worked with classmates outside of class to prepare class assignments
Tutored or taught other students
Participated in a community-based project as part of a regular course
Discussed ideas from your readings or classes with others outside of class (students, family members, co-workers, etc.)
Weighted by gender, enrollment status, and institutional size.
b
* p<.05 ** p<.01 ***p<.001 (2-tailed).
c
Mean difference divided by comparison group standard deviation.
Page 4
c
.43
.27
NSSE 2007 Benchmark Comparisons
Western Carolina University
Student-Faculty Interaction (SFI)
Benchmark Comparisons
WCU compared with:
WCU
ADP
Peers
NSSE 2007
Effect
Class
Mean
First-Year
Senior
a
Mean
40.2
46.7
a
33.4
42.1
Sig
b
***
***
Size
c
Effect
Mean
.37
.23
Sig
b
Size
33.8 ***
42.8 ***
First-Year
c
Effect
Mean
.35
.18
a
Sig
b
32.8 ***
41.2 ***
Senior
100
100
75
75
50
50
46.7
40.2
33.4
a
33.8
42.1
42.8
ADP
Peers
41.2
32.8
25
25
0
0
WCU
ADP
Peers
NSSE 2007
WCU
NSSE 2007
Student-Faculty Interaction (SFI) Items
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.
●
●
●
●
●
●
a
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 with a faculty member on a research project outside of course or program requirements
Weighted by gender, enrollment status, and institutional size.
b
* p<.05 ** p<.01 ***p<.001 (2-tailed).
c
Mean difference divided by comparison group standard deviation.
Page 5
Size
c
.41
.27
NSSE 2007 Benchmark Comparisons
Western Carolina University
Enriching Educational Experiences (EEE)
Benchmark Comparisons
WCU compared with:
WCU
ADP
Peers
NSSE 2007
Effect
Class
Mean
First-Year
Senior
a
Mean
28.4
39.8
a
25.0
38.3
Sig
b
***
Size
c
Effect
Mean
.27
.09
b
Size
c
Effect
Mean
.24
.11
a
Sig
27.1
39.9
b
*
Size
c
.10
.00
Senior
100
100
75
75
50
50
25.0
Sig
25.4 ***
37.9 *
First-Year
28.4
a
39.8
38.3
37.9
WCU
ADP
Peers
39.9
27.1
25.4
25
25
0
0
WCU
ADP
Peers
NSSE 2007
NSSE 2007
Enriching Educational Experiences (EEE) Items
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.
●
●
●
●
●
●
●
●
●
●
●
a
Participating in co-curricular activities (organizations, publications, student government, sports, 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
Using electronic technology 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
Weighted by gender, enrollment status, and institutional size.
b
* p<.05 ** p<.01 ***p<.001 (2-tailed).
c
Mean difference divided by comparison group standard deviation.
Page 6
NSSE 2007 Benchmark Comparisons
Western Carolina University
Supportive Campus Environment (SCE)
Benchmark Comparisons
WCU compared with:
WCU
ADP
Peers
NSSE 2007
Effect
Class
Mean
First-Year
Senior
a
Mean
62.0
58.3
a
59.1
58.8
Sig
b
***
Size
c
Effect
Mean
.16
-.02
a
59.7
58.0
Sig
c
Effect
Mean
.12
.02
a
59.8
56.9
Sig
b
**
Size
100
75
75
59.8
59.7
50
50
25
25
0
58.3
58.8
58.0
56.9
WCU
ADP
Peers
NSSE 2007
0
WCU
ADP
Peers
NSSE 2007
Supportive Campus Environment (SCE) Items
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.
●
●
●
●
●
●
a
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
Weighted by gender, enrollment status, and institutional size.
b
* p<.05 ** p<.01 ***p<.001 (2-tailed).
c
Mean difference divided by comparison group standard deviation.
Page 7
c
.12
.08
Senior
100
59.1
Size
**
First-Year
62.0
b
NSSE 2007 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 2007 and (b)
those with benchmark scores in the top 10% for 2007.a These comparisons allow an institution to determine if their
engagement of their students differs in significant, meaningful ways from these high performing peer groups.
First-Year
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 2007
Top 50%
Sig Effect size
*
.10
***
.28
.01
***
-.63
***
-.21
NSSE 2007
Top 10%
Mean Sig
Effect size
60.5
***
-0.28
50.7
-0.02
42.0
***
-0.24
34.4
***
-0.98
69.7
***
-0.49
NSSEville State CAN conclude...
w 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 2007 schools that scored in the top 50% on Level of Academic
Challenge (LAC).
w The average NSSEville State first-year student is as engaged (i.e., not significantly different) as the average
student attending NSSE 2007 schools that scored in the top 10% on Active and Collaborative Learning (ACL).
w It is likely that NSSEville State is in the top 50% of all NSSE 2007 schools for first-year students on Level of
Academic Challenge (LAC) and Active and Collaborative Learning (ACL).a,b
NSSEville State CANNOT concludea...
w NSSEville State is in the top half of all schools on the Student-Faculty Interaction (SFI) benchmark for first-year
students.b
w NSSEville State is a "top ten percent" institution on Active and Collaborative Learning (ACL) for first-year
students.b
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/2007_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 of issues raised in our policy against the ranking of institutions.
Page 8
NSSE 2007 Benchmark Comparisons
With Highly Engaging Institutions
Western Carolina University
First-Year
WCU compared with
NSSE 2007
Top 50%
WCU
Senior
First-Year
Mean
LAC
ACL
SFI
EEE
SCE
LAC
ACL
SFI
EEE
SCE
a
52.6
48.1
40.2
28.4
62.0
55.7
54.7
46.7
39.8
58.3
Mean
a
55.3
45.3
37.0
29.5
65.2
58.8
54.3
47.4
45.6
63.1
Sig
b
NSSE 2007
Top 10%
Effect size
c
-.21
.18
.17
-.09
-.18
-.22
.02
-.04
-.33
-.26
***
***
***
*
***
***
***
***
Mean
a
57.8
48.7
40.4
32.4
68.2
63.1
57.8
54.1
50.3
66.3
Sig
b
Effect size
-.40
-.04
-.01
-.30
-.34
-.55
-.18
-.34
-.60
-.43
***
***
***
***
***
***
***
***
Level of Academic Challenge
(LAC)
c
100
75
57.8
52.6 55.3
55.7 58.8
25
0
100
100
75
75
54.7
50
45.3
48.7
54.3
57.8
54.1
50
46.7
40.2
WCU
Top 50%
Senior
Student-Faculty Interaction
(SFI)
Active and Collaborative Learning
(ACL)
48.1
63.1
50
First-Year
Legend
Senior
37.0
47.4
40.4
25
25
Top 10%
0
0
This display
compares your
students with those
attending schools
that scored in the top
50% and top 10% of
all NSSE 2007
institutions on the
benchmark.
First-Year
First-Year
Senior
Enriching Educational Experiences
(EEE)
Supportive Campus Environment
(SCE)
100
100
75
75
62.0
45.6
50
39.8
Senior
65.2
68.2
58.3
63.1
66.3
50.3
50
32.4
28.4 29.5
25
25
0
0
First-Year
a
Senior
First-Year
Senior
Weighted by gender, enrollment status, and institutional size.
b
* p<.05 ** p<.01 ***p<.001 (2-tailed).
c
Mean difference divided by comparison group standard deviation.
Page 9
NSSE 2007 Benchmark Comparisons
Detailed Statistics and Effect Sizes a
Western Carolina University
First-Year Students
Mean Statistics
Reference Group
Comparison Statistics
Distribution Statistics
Percentiles d
Mean
SD
b
SEM
c
Deg. of
5th
25th
50th
75th
95th
Freedom e
Effect
Mean
Diff.
Sig. f
size g
LEVEL OF ACADEMIC CHALLENGE (LAC)
WCU
(N = 567)
52.6
12.4
.5
32
44
53
60
73
ADP
50.4
13.0
.2
29
42
50
59
72
7,004
2.2
.000
.17
Peers
49.7
13.2
.1
29
41
49
58
72
635
3.0
.000
.22
NSSE 2007
51.7
13.3
.0
30
43
52
61
74
569
.9
.084
.07
Top 50%
55.3
12.7
.0
34
47
55
64
76
74,657
-2.7
.000
-.21
Top 10%
57.8
12.7
.1
37
49
58
67
78
17,918
-5.1
.000
-.40
ACTIVE AND COLLABORATIVE LEARNING (ACL)
WCU
(N = 616)
48.1
15.7
.6
24
38
48
57
76
ADP
41.1
16.4
.2
19
29
38
52
71
7,599
7.0
.000
.43
Peers
41.4
16.5
.2
19
29
38
52
71
12,321
6.7
.000
.40
NSSE 2007
41.2
16.2
.0
19
29
38
52
71
237,717
6.9
.000
.43
Top 50%
45.3
16.0
.1
24
33
43
57
75
73,027
2.8
.000
.18
Top 10%
48.7
17.2
.2
24
38
48
58
81
693
-.6
.346
-.04
40.2
18.7
.8
11
28
39
53
72
STUDENT-FACULTY INTERACTION (SFI)
WCU
(N = 576)
ADP
33.4
18.3
.2
11
22
28
44
67
7,092
6.8
.000
.37
Peers
33.8
18.4
.2
11
22
33
44
67
11,423
6.4
.000
.35
NSSE 2007
32.8
17.8
.0
11
22
28
44
67
578
7.4
.000
.41
Top 50%
37.0
18.5
.1
11
22
33
50
72
64,383
3.2
.000
.17
Top 10%
40.4
19.4
.2
11
28
39
53
78
12,154
-.2
.830
-.01
ENRICHING EDUCATIONAL EXPERIENCES (EEE)
WCU
(N = 547)
28.4
13.6
.6
10
19
26
37
52
ADP
25.0
12.8
.2
8
16
23
33
48
6,838
3.4
.000
.27
Peers
25.4
12.6
.1
8
17
24
33
47
596
3.0
.000
.24
NSSE 2007
27.1
13.1
.0
8
18
26
35
50
211,793
1.3
.017
.10
Top 50%
29.5
13.1
.0
11
20
29
37
52
105,905
-1.1
.044
-.09
Top 10%
32.4
13.3
.1
12
23
32
41
55
20,087
-4.0
.000
-.30
62.0
17.3
.8
33
53
64
72
89
SUPPORTIVE CAMPUS ENVIRONMENT (SCE)
WCU
a
(N = 530)
ADP
59.1
18.1
.2
28
47
58
72
89
6,699
2.9
.000
.16
Peers
59.7
18.4
.2
28
47
61
72
89
594
2.3
.003
.12
NSSE 2007
59.8
18.6
.0
28
47
61
72
92
532
2.1
.004
.12
Top 50%
65.2
18.0
.1
33
53
67
78
94
60,041
-3.2
.000
-.18
Top 10%
68.2
18.3
.2
36
56
69
81
97
580
-6.2
.000
-.34
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.
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 standard deviation of the comparison group.
Page 10
NSSE 2007 Benchmark Comparisons
Detailed Statistics and Effect Sizes a
Western Carolina University
Seniors
Mean Statistics
Reference Group
Comparison Statistics
Distribution Statistics
Percentiles d
Mean
SD
b
SEM
c
Deg. of
5th
25th
50th
75th
95th
Freedom e
Effect
Mean
Diff.
Sig. f
size g
LEVEL OF ACADEMIC CHALLENGE (LAC)
WCU
(N = 502)
55.7
14.0
.6
32
46
56
65
79
ADP
55.2
14.2
.2
31
45
55
65
77
5,948
.5
.441
.04
Peers
54.4
14.1
.1
31
45
54
64
77
11,635
1.3
.046
.09
NSSE 2007
55.6
14.2
.0
32
46
56
65
78
249,285
.1
.894
.01
Top 50%
58.8
13.8
.1
36
50
59
69
81
71,800
-3.1
.000
-.22
Top 10%
63.1
13.4
.1
40
54
64
73
84
10,921
-7.4
.000
-.55
ACTIVE AND COLLABORATIVE LEARNING (ACL)
WCU
(N = 529)
54.7
17.2
.7
29
43
52
67
86
ADP
50.9
17.1
.2
24
38
48
62
81
6,213
3.8
.000
.22
Peers
51.9
17.5
.2
24
38
52
62
81
12,193
2.8
.000
.16
NSSE 2007
50.1
17.3
.0
24
38
48
62
81
262,852
4.7
.000
.27
Top 50%
54.3
16.9
.1
29
43
52
67
86
76,592
.4
.592
.02
Top 10%
57.8
17.5
.1
29
48
57
71
90
16,486
-3.1
.000
-.18
46.7
21.0
.9
17
33
44
61
89
STUDENT-FACULTY INTERACTION (SFI)
WCU
(N = 508)
ADP
42.1
20.3
.3
17
28
39
56
83
6,017
4.6
.000
.23
Peers
42.8
20.9
.2
11
28
39
56
83
11,735
3.9
.000
.18
NSSE 2007
41.2
20.7
.0
11
28
39
56
80
251,875
5.5
.000
.27
Top 50%
47.4
21.2
.1
17
33
44
61
83
59,413
-.8
.425
-.04
Top 10%
54.1
21.7
.3
22
39
56
72
94
7,911
-7.4
.000
-.34
ENRICHING EDUCATIONAL EXPERIENCES (EEE)
WCU
(N = 489)
39.8
16.6
.7
13
28
40
51
67
ADP
38.3
16.9
.2
11
25
37
50
67
5,879
1.6
.052
.09
Peers
37.9
17.1
.2
11
25
36
50
67
11,419
1.9
.014
.11
NSSE 2007
39.9
17.8
.0
11
26
39
52
71
490
-.1
.936
.00
Top 50%
45.6
17.5
.1
17
33
46
58
75
95,659
-5.8
.000
-.33
Top 10%
50.3
17.5
.1
21
39
51
63
79
19,487
-10.5
.000
-.60
58.3
18.6
.9
25
47
61
72
86
SUPPORTIVE CAMPUS ENVIRONMENT (SCE)
WCU
a
(N = 477)
ADP
58.8
18.0
.2
28
47
58
72
89
5,798
-.4
.611
-.02
Peers
58.0
19.0
.2
25
44
58
72
89
11,240
.4
.677
.02
NSSE 2007
56.9
19.1
.0
25
44
58
69
89
241,219
1.4
.101
.08
Top 50%
63.1
18.5
.1
31
50
64
75
94
62,801
-4.8
.000
-.26
Top 10%
66.3
18.6
.1
33
53
67
81
94
15,987
-7.9
.000
-.43
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.
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 standard deviation of the comparison group.
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