| This qualitative study examines how NWCCU-accredited public doctoral institutions with high
research activity articulate and communicate student achievement efforts in ways that
demonstrate NWCCU Standard 1.D.2-4. This standard emphasizes the use of disaggregated
student achievement data to identify and address achievement gaps (see Appendix E). Using
content analysis, this research explores how institutions frame their commitment to student
success through strategic plans, mission statements, and institutional policies. Drawing on Daryl
Smith’s (2020) Framework for Diversity, the study assesses how these institutions define student
achievement, establish benchmarks, and integrate these priorities into their institutional
narratives and operations.
Rather than evaluating institutional effectiveness or attributing changes to accreditation
requirements, this study provides insights into what institutions were doing at a pivotal moment
in history. By analyzing publicly available institutional materials, this research examines how
institutions demonstrate engagement with student achievement goals, whether influenced by
accreditation or other institutional priorities. The findings contribute to broader discussions on
institutional transparency, accreditation, and the evolving landscape of student success initiatives
in public research universities.
Keywords: student achievement indicators, equity gaps, accreditation standards, institutional
effectiveness, student demographics |