Students from different racial, ethnic, socioeconomic backgrounds and at urban and non-urban institutions performed comparably on the Collegiate Learning Assessment after researchers controlled for pre-college academic preparation, according to a study released Tuesday by the Council for Independent Colleges. The study, conducted by Josipa Roksa, a University of Virginia sociologist and co-author of Academically Adrift, examines the performance on the CLA of students from a range of backgrounds at two sets of urban and non-urban independent colleges that belong to CIC. While "descriptive results" of students' performance on the exam have appeared to show that first-generation, black and Latino, and Pell-eligible students perform less well than their peers, the researchers find that when they control for students' incoming academic preparation, there are no meaningful gaps in the performance of those groups.
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