Submitted to the college of education and health sciences benedictine university lisle, illinois

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higher than pre-AtD levels (M= 0.48, SD= 0.01) (see Table 6).
Table 7
T-Test Hispanics Student Engagement for Total Years of Study


	Years	n	M	SD	df	t	p
Active and Collaborative Learning	Pre-AtD (2)	10	0.37	0.01
Active and Collaborative Learning	AtD (3)	62	0.29	0.02	3	5.68	.01*
Student Effort	Pre-AtD (2)	10	0.46	0.08
Student Effort	AtD (3)	62	0.48	0.06	3	-0.24	.82
Academic Challenge	Pre-AtD (2)	10	0.60	0.05
Academic Challenge	AtD (3)	62	0.55	0.04	3	1.27	.30
Student-Faculty Interaction	Pre-AtD (2)	10	0.36	0.02
Student-Faculty Interaction	AtD (3)	62	0.34	0.03	3	0.83	.47
Support for Learners	Pre-AtD (2)	10	0.35	0.02
Support for Learners	AtD (3)	62	0.48	0.03	3	-5.05	.02*

*p<.05

Among Hispanic students, there were significant differences pre- and post-AtD years in two of the five student engagement benchmarks. There was a statistically significant difference in the benchmark Active and Collaborative Learning before and after AtD implementation among Hispanic students, t(3) = -5.68, p < .05, with post AtD levels (M=0.29, SD=0 .01) being lower than pre-AtD levels (M= 0.37, SD= 0.02) (see Table 7). Active and Collaborative Learning appears to have decreased among Hispanic students following the implementation of AtD, in this case. On the other hand, there was also a statistically significant difference in the benchmark Support for Learners before and after AtD implementation among Hispanic students, t(3) = -5.05, p < .05, with post AtD levels (M=0.48, SD= 0.03) being higher than pre-AtD levels (M= 0.34, SD= 0.02) (see Table 7).

Table 8
T-Test Other Students Student Engagement for Total Years of Study

	Years	n	M	SD	df	t	p
Active and Collaborative Learning	Pre-AtD (2)	19	0.32	0.09
Active and Collaborative Learning	AtD (3)	73	0.37	0.02	1.07	-0.84	.55
Student Effort	Pre-AtD (2)	19	0.42	0.01
Student Effort	AtD (3)	73	0.50	0.03	3	-3.95	.03*
Academic Challenge	Pre-AtD (2)	19	0.53	0.02
Academic Challenge	AtD (3)	73	0.61	0.02	3	-5.42	.01*
Student-Faculty Interaction	Pre-AtD (2)	19	0.34	0.02
Student-Faculty Interaction	AtD (3)	73	0.41	0.04	3	-2.31	.10
Support for Learners	Pre-AtD (2)	19	0.38	0.02
Support for Learners	AtD (3)	73	0.48	0.03	3	-4.27	.02*

*p<.05
The Other Student population (students who identified themselves as belonging to other races) had significant changes in mean scores in three of five student engagement benchmarks. There was a statistically significant difference in the benchmark Student Effort before and after AtD implementation among the Other Student population, t(3) = --3.95, p < .05, with post AtD levels (M=0.50, SD= 0.00) being higher than pre-AtD levels (M=0.42, SD= 0.03) (see Table 8). Similarly, there was a statistically significant difference in the benchmark Academic Challenge before and after AtD implementation among the Other Student population, t(3) = -5.42, p < .05, with post AtD levels (M=0.61, SD= 0.01) being higher than pre-AtD levels (M= 0.53, SD= 0.01) (see Table 8). Finally, there was also a statistically significant difference in the benchmark Support for Learners before and after AtD implementation among the Other Student population,

t(3) = -4.27, p < .05, with post AtD levels (M=0.48, SD= 0.03) being higher than pre-AtD levels (M= 0.37, SD= 0.01) (see Table 8).

Table 9
T-Test Student Engagement Males for Total Years of Study


	Years	n	M	SD	df	t	p
Active and Collaborative Learning	Pre-AtD (2)	115	0.37	0.04
Active and Collaborative Learning	AtD (3)	467	0.33	0.02	3	1.14	.34
Student Effort	Pre-AtD (2)	115	0.41	0.01
Student Effort	AtD (3)	467	0.49	0.02	3	-4.70	.02*
Academic Challenge	Pre-AtD (2)	115	0.58	0.01
Academic Challenge	AtD (3)	467	0.57	0.02	3	0.40	.72
Student-Faculty Interaction	Pre-AtD (2)	115	0.36	0.03
Student-Faculty Interaction	AtD (3)	467	0.37	0.03	3	-0.57	.61
Support for Learners	Pre-AtD (2)	115	0.43	0.05
Support for Learners	AtD (3)	467	0.46	0.01	1.07	-0.93	.52

*p<.05

Among male students, statistically significant differences in pre- and post-AtD student engagement benchmarks were found for only one benchmark. There was a statistically significant difference in the benchmark Student Effort before and after AtD implementation among Males students, t(3) = -4.70, p < .05, with post AtD levels (M=0.49, SD= 0.02) being higher than pre-AtD levels (M= 0.41, SD= 0.00) (see Table 9). No other statistically significant differences were found for any of the other benchmarks before and after AtD implementation (see Table 9).

Table 10
T-Test Student Engagement Females for Total Years of Study

	Years	n	M	SD	df	t	p
Active and Collaborative Learning	Pre-AtD (2)	210	0.36	0.01
Active and Collaborative Learning	AtD (3)	790	0.36	0.02	3	-0.22	.84
Student Effort	Pre-AtD (2)	210	0.46	0.04
Student Effort	AtD (3)	790	0.51	0.01	1.12	-1.62	.33
Academic Challenge	Pre-AtD (2)	210	0.58	0.03
Academic Challenge	AtD (3)	790	0.60	0.03	3	-0.69	.54
Student-Faculty Interaction	Pre-AtD (2)	210	0.35	0.03
Student-Faculty Interaction	AtD (3)	790	0.40	0.04	3	-1.47	.24
Support for Learners	Pre-AtD (2)	210	0.46	0.06
Support for Learners	AtD (3)	790	0.47	0.01	1	-0.14	.91

The mean scores among female students increased on all student engagement benchmarks from Pre-AtD years to AtD years. However, none of these differences were statistically significant (see Table 10).

Student Persistence

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