IMSA ORE

Longitudinal Study of IMSA Graduates

For the past eleven years, the Illinois Mathematics and Science Academy (IMSA) has been engaged in a longitudinal study of its graduates. Graduates are interviewed one, four, seven, and twelve years out of high school. The study explores such qualities as students' satisfaction, academic preparation, and habits of mind and gathers various demographic data. The study interviews a stratified random sample (using matched pairs of alternates to minimize non-respondent bias) of graduates from designated classes every year.

With numerous stakeholders in IMSA's programs, IMSA's longitudinal study has been shaped in large part by two broad agendas: the Academy's own mission and the issues of concern of the stakeholders in IMSA's success - groups such as parents, legislators, and educators. Thus, since its inception, the longitudinal study has been driven and shaped in large part by these questions:

Are IMSA graduates decidedly different learners?
What do IMSA students think about their own learning?
How satisfied are IMSA graduates with their academic, residential, and social experiences at IMSA and in college?
In what ways do IMSA graduates define and demonstrate their own achievement, success, and leadership?

Data are analyzed and reported annually by IMSA's Office of Research and Evaluation to IMSA's Board of Trustees and the IMSA community.

In addition, the Office of Institutional Advancement conducts a survey of graduates in conjunction with reunion activities. The Alumni Survey of IMSA Graduates augments the Longitudinal Study by surveying all members of a target graduating class.

Summary of the FY 2000 Longitudinal Studies for the Illinois Mathematics and Science Academy