Grades, equity and graduation rates: a quantitative analysis of the association of learning assistants with improved student outcomes
Abstract
In this paper we use multilevel modeling of 10 introductory courses from four STEM disciplines to quantify associations of Learning Assistants (LAs) with the student-level outcomes, pass-rates, and retention. Overall we find that having an LA in a class is associated with improvement of these metrics for all students. Fur- thermore, along with all students showing improvement, we find noticeable demographic differences in the amount of improvement. For instance, LAs seem to be associated with larger improvements in pass-rates for historically marginalized groups, and larger increases in graduation rates for women identifying as belonging to historically marginalized races and ethnicities when compared to students from the same group but with class sections without LAs. This indicates that Learning Assistant programs may be an excellent investment for diverse institutions.
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BibTeX
@misc{paul2026grades,
title = {{Grades, equity and graduation rates: a quantitative analysis of the association of learning assistants with improved student outcomes}},
author = {Cassandra Paul and David Webb},
howpublished = {arXiv},
year = {2026},
month = oct,
doi = {10.48550/arxiv.2607.27006},
eprint = {2607.27006},
archivePrefix = {arXiv},
url = {https://arxiv.org/abs/2607.27006},
note = {CC BY-NC-ND 4.0},
}
RIS
TY - UNPB
TI - Grades, equity and graduation rates: a quantitative analysis of the association of learning assistants with improved student outcomes
AU - Cassandra Paul
AU - David Webb
PY - 2026
DA - 2026/10/27
PB - arXiv
DO - 10.48550/arxiv.2607.27006
UR - https://arxiv.org/abs/2607.27006
AB - In this paper we use multilevel modeling of 10 introductory courses from four STEM disciplines to quantify associations of Learning Assistants (LAs) with the student-level outcomes, pass-rates, and retention. Overall we find that having an LA in a class is associated with improvement of these metrics for all students. Fur- thermore, along with all students showing improvement, we find noticeable demographic differences in the amount of improvement. For instance, LAs seem to be associated with larger improvements in pass-rates for historically marginalized groups, and larger increases in graduation rates for women identifying as belonging to historically marginalized races and ethnicities when compared to students from the same group but with class sections without LAs. This indicates that Learning Assistant programs may be an excellent investment for diverse institutions.
ER -