Instructor use of academic alerts and its impact on student outcomes: controlling for selection bias
研究了教师使用学业预警对学生成绩和退课率的影响，通过倾向得分匹配控制选择偏差，发现预警能降低退课率、提高平均成绩和及格率。
This study examines the impact of instructors’ use of academic alerts on student outcomes in higher education investigating whether the implementation of academic alerts influences these outcomes. Data were analysed from a large public institution in the central United States during the 2021–22 and 2022–23 academic years. The study focused on a sample of 3014 students enrolled in courses where instructors employed academic alerts (treatment group) and 3702 students in courses where instructors did not use alerts (control group). To address potential selection bias, we employed propensity score matching techniques to enable a more accurate estimation of the average treatment effects. Our results indicate that the use of academic alerts is associated with lower course withdrawal rates, higher average course grades, and a greater percentage of students achieving a grade of ‘C’ or higher. These findings underscore the effectiveness of using academic alerts in improving student outcomes and provide insights into proactive strategies for promoting student success.