The study by Kuh, Cruce, Shoup, Kinzie, and Gonyea examines the impact of student engagement on first-year grades and persistence in college. The authors merge data from 18 baccalaureate-granting colleges and universities that participated in the National Survey of Student Engagement (NSSE) between 2000 and 2003. The analysis focuses on the relationship between student engagement and academic achievement and persistence, while also exploring the effects of engagement on different racial and ethnic backgrounds. Key findings include: 1. **Academic Achievement**: Student engagement in educationally purposeful activities positively affects first-year grades, even after controlling for pre-college characteristics and other variables. A one-standard deviation increase in engagement during the first year is associated with a 0.04-point increase in GPA. 2. **Persistence to the Second Year**: Engagement also positively influences persistence to the second year of college, even when controlling for background characteristics and other factors. African American students benefit more from engagement than White students, with a greater increase in the probability of returning for a second year. 3. **Conditional Effects**: The impact of engagement on GPA and persistence varies by pre-college achievement and race/ethnicity. For example, students with lower ACT scores or from minority backgrounds benefit more from engagement. The study concludes that student engagement is crucial for academic success and persistence, particularly for students from underrepresented backgrounds. Institutions are encouraged to implement practices that foster engagement, such as first-year seminars, service-learning courses, and learning communities, to support student success.The study by Kuh, Cruce, Shoup, Kinzie, and Gonyea examines the impact of student engagement on first-year grades and persistence in college. The authors merge data from 18 baccalaureate-granting colleges and universities that participated in the National Survey of Student Engagement (NSSE) between 2000 and 2003. The analysis focuses on the relationship between student engagement and academic achievement and persistence, while also exploring the effects of engagement on different racial and ethnic backgrounds. Key findings include: 1. **Academic Achievement**: Student engagement in educationally purposeful activities positively affects first-year grades, even after controlling for pre-college characteristics and other variables. A one-standard deviation increase in engagement during the first year is associated with a 0.04-point increase in GPA. 2. **Persistence to the Second Year**: Engagement also positively influences persistence to the second year of college, even when controlling for background characteristics and other factors. African American students benefit more from engagement than White students, with a greater increase in the probability of returning for a second year. 3. **Conditional Effects**: The impact of engagement on GPA and persistence varies by pre-college achievement and race/ethnicity. For example, students with lower ACT scores or from minority backgrounds benefit more from engagement. The study concludes that student engagement is crucial for academic success and persistence, particularly for students from underrepresented backgrounds. Institutions are encouraged to implement practices that foster engagement, such as first-year seminars, service-learning courses, and learning communities, to support student success.