The DOI matches its Crossref record; 19 of the 20 references it cites were found in a registry or an index; 1 of the 15 sources its claims cite were checked for support.
Equitable student success via library support for textbooks
Open accessAbstract
Purpose: The cost of course materials to the individual student has increased over the past decade, contributing to educational inequity. Open educational resources (OERs) may be a solution and research validates their positive impact on student success outcomes (Colvard et al., 2018; Feldstein et al., 2012). Few studies, however, examine the role that library collections play in addressing course materials cost and student success. This paper aims to investigate whether materials costs are a significant factor in course pass rate and whether the library has a positive impact on pass rates. Design/methodology/approach: Using required texts listed in syllabi for select undergraduate courses at California State University, Northridge (CSUN), the authors compare course materials costs for each course to the pass rate. The authors then measure the impact of course materials cost on the achievement gap between Pell Grant eligible and non-eligible students. Findings: This study confirms previous research indicating that reduced course materials costs have a measurable impact on student success, in that the total minimum cost of required materials has a statistically significant effect on the percentage of students who pass a course. However, course reserves slightly increase the disparity between high-income and low-income students, suggesting that course reserves are a less effective way of supporting the latter compared to OERs. Originality/value: This study is unique in examining the effect of the cost of course materials on students, regardless of the source of cost reductions. Most literature focuses on the qualitative efficacy of OERs instead of measured impact or the relationship between the cost of course materials and student success. The authors investigate the connection between OERs, library engagement and student success.
Overview
Integrity signals
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Verification
Claims the paper makes
1 of 15 cited sources checked · 1 supported · 0 flagged
- Findingown data§ Table II. Multivariate Regression Results.
Larger classes do not have a significantly disproportionate effect on lower-income students.
“Although the first analysis shows that larger classes are detrimental to the overall pass rate of the course, larger classes do not have a significantly disproportionate effect on lower-income students.”
Quote in the paperSubstantial claim - Findingown data§ Table II. Multivariate Regression Results.
There is no significant detrimental effect on the overall pass rate of the course for the increased barrier of travel to the library to potentially wait for one of a limited number of copies of print books.
“Conversely, there is no significant detrimental effect on the overall pass rate of the course for the increased barrier of travel to the library to potentially wait for one of a limited number of copies of print books.”
Quote in the paperSubstantial claim - Findingown data§ Conclusion
The FCS department exhibited the highest average cost for course materials.
“The FCS department exhibited the highest average cost for course materials.”
Quote in the paperNot a substantial claim- The authors state this as an assumption: Student textbook purchasing behaviors can be assumed without consulting scholarly literature or empirical evidence from the institution.
- Findingown data§ Table II. Multivariate Regression Results.
The use of course reserves has no significant, independent effect on how many students pass the class.
“The use of course reserves has no significant, independent effect on how many students pass the class.”
Quote in the paperSubstantial claim - Findingown data§ Conclusion
For every dollar each student saves on textbooks, the predicted DFU rate of the course decreases by 0.02.
“For every dollar each student saves on textbooks the predicted DFU rate of the course decreases by 0.02.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Student textbook purchasing behaviors can be assumed without consulting scholarly literature or empirical evidence from the institution.
- Findingown data§ Abstract
The total minimum cost of required materials has a statistically significant effect on the percentage of students who pass a course.
“This study confirms previous research indicating that reduced course materials costs has a measurable impact on student success, in that the total minimum cost of required materials has a statistically significant effect on the percentage of students who pass a course.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Students legally accessed all required materials.
- The authors state this as an assumption: Students relied on free library options whenever possible.
- The authors state this as an assumption: When required items were not available on reserve or as eBooks, students purchased the least expensive used copies available.
- Findingnone given§ Conclusion
The only statistically significant variable is whether, holding the cost of textbooks constant, the course has print textbooks on reserve at the library.
“The only statistically significant variable is if holding the cost of textbooks constant, the course has print textbooks on reserve at the library.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Student textbook purchasing behaviors can be assumed without consulting scholarly literature or empirical evidence from the institution.
- Findingown data§ Abstract
Course reserves slightly increases the disparity between high-income and low-income students.
“However, course reserves slightly increases the disparity between high-income and low-income students, suggesting that course reserves are a less effective way of supporting the latter compared to OERs.”
Quote in the paperSubstantial claim - Findingreasoning§ Conclusion
Lower textbook prices alone do not help close the gap between Pell-eligible and higher-income students.
“Lower textbook prices alone do not help close the gap between Pell-eligible and higher-income students.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Student textbook purchasing behaviors can be assumed without consulting scholarly literature or empirical evidence from the institution.
- Findingown data§ Conclusion
Holding control variables constant, the hypothesis that the cost of course materials affects DFU rates was substantiated.
“Holding these control variables constant, our hypothesis on the effect of the cost of course materials on DFU rates was substantiated.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Student textbook purchasing behaviors can be assumed without consulting scholarly literature or empirical evidence from the institution.
- Findingown data§ Table II. Multivariate Regression Results.
The overall cost of textbooks is not a significant predictor of the difference in outcomes between Pell-eligible and non-Pell eligible students.
“The overall cost of textbooks is not a significant predictor of the difference in outcomes between Pell-eligible and non-Pell eligible students.”
Quote in the paperSubstantial claim - Findingown data§ Table II. Multivariate Regression Results.
The data analysis in Table III shows that the potential pitfalls of print reserves-inconvenience and inaccessibility-do manifest, at significant levels, to increase the equity gap between Pell-eligible and higher-income students.
“The data analysis in Table III shows that the potential pitfalls of print reserves -inconvenience and inaccessibility-do manifest, at significant levels, to increase the equity gap between Pell-eligible and higher-income students.”
Quote in the paperSubstantial claim - Findingown data§ Table II. Multivariate Regression Results.
Class size has a significant, positive effect on the DFU rate: the larger the course, the higher the percentage of students predicted to fail.
“Class size has a significant, positive effect on the DFU rate: the larger the course, the higher the percentage of students predicted to fail.”
Quote in the paperNot a substantial claim - Findingown data§ Table II. Multivariate Regression Results.
Making textbooks available at a lower cost is a significant intervention.
“Making textbooks available at a lower cost is a significant intervention.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Students legally accessed all required materials.
- The authors state this as an assumption: Students relied on free library options whenever possible.
- The authors state this as an assumption: When required items were not available on reserve or as eBooks, students purchased the least expensive used copies available.
- Findingown data§ Conclusion
The total minimum cost of textbooks and other required materials had a statistically significant effect on the percentage of students who pass a course.
“The total minimum cost of textbooks and other required materials had a statistically significant effect on the percentage of students who pass a course.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Student textbook purchasing behaviors can be assumed without consulting scholarly literature or empirical evidence from the institution.
- Premisecitation§ Introduction
In the Florida Virtual Campus Survey, 66.6% of respondents did not purchase course materials.
“For example, the Florida Virtual Campus Survey (which included 22,000 students throughout the state's public higher education system) found that 66.6% of respondents did not purchase course materials.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Student Textbook Survey, 2016
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Premisecitation§ Abstract
Research validates that OERs have a positive impact on student success outcomes.
“Open educational resources (OERs) may be a solution, and research validates their positive impact on student success outcomes (Colvard et al., 2018; Feldstein et al., 2012).”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Colvard et al., 2018
- cites Feldstein et al., 2012
- Premisecitation§ Success
Colvard et al. (2018) noted a significant decrease in DFW rates for part-time students.
“They also noted a significant decrease in DFW rates for part-time students.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Colvard et al. (2018)
- Study design and conductnone given§ Conclusion
The study did not capture subjects with traditionally expensive textbooks, such as STEM and business.
“We also did not capture the subjects with traditionally expensive textbooks, such as STEM and business.”
Quote in the paperNot a substantial claim - Interpretationown data§ Table II. Multivariate Regression Results.
Lowering the overall price of course materials meaningfully improves aggregate student success outcomes, regardless of whether the method is OERs, advertising-supported websites, library purchased digital items, or library print reserves.
“Lowering the overall price of course materials is what meaningfully improves aggregate student success outcomes, regardless of whether the method is OERs, advertisingsupported websites, library purchased digital items, or library print reserves.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Students legally accessed all required materials.
- The authors state this as an assumption: Students relied on free library options whenever possible.
- The authors state this as an assumption: When required items were not available on reserve or as eBooks, students purchased the least expensive used copies available.
- Interpretationreasoning§ Conclusion
If a course with 50 students enrolled moved from a $100 textbook to an open education resource or put that textbook on reserve, one more student would pass the course every semester.
“In other words, if a course with 50 students enrolled moved from a $100 textbook to an open education resource -or even just put that textbook on reserve -we predict one more student would pass the course every semester.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Student textbook purchasing behaviors can be assumed without consulting scholarly literature or empirical evidence from the institution.
- Interpretationnone given§ Discussion
Students who are eligible for Pell Grants seem to be slightly, but distinctly, more sensitive to how these savings are achieved.
“The more novel finding is that students who are eligible for Pell Grants seem to be slightly, but distinctly, more sensitive to how these savings are achieved.”
Quote in the paperNot a substantial claim - Interpretationown data§ Discussion
If students can access required materials at a lower cost, they are more likely to pass the course.
“Regardless of the type of material required -books, articles, online subscriptions, clickers -if students can access it at a lower cost, they are more likely to pass the course.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Students legally accessed all required materials.
- The authors state this as an assumption: Students relied on free library options whenever possible.
- The authors state this as an assumption: When required items were not available on reserve or as eBooks, students purchased the least expensive used copies available.
- Interpretationown data§ Discussion
Reducing the total cost of textbooks and other required course materials is a significant intervention for student success.
“The results of this study indicate that reducing the total cost of textbooks and other required course materials is a significant intervention for student success.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Students legally accessed all required materials.
- The authors state this as an assumption: Students relied on free library options whenever possible.
- The authors state this as an assumption: When required items were not available on reserve or as eBooks, students purchased the least expensive used copies available.
- Interpretationreasoning§ Conclusion
The subject areas investigated are not necessarily representative of the use of course materials in other disciplines.
“The subject areas that have been investigated are, therefore, not necessarily representative of the use of course materials in other disciplines.”
Quote in the paperSubstantial claim - Interpretationcitation§ Table II. Multivariate Regression Results.
Many students who are not Pell-eligible are still likely to be price-sensitive.
“As a public university serving a majority of students whose parents did not graduate from college (CSUN, 2020), many of students who are not Pell-eligible are still likely to be price-sensitive.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites CSUN, 2020
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Rests on an assumption: International and undocumented students are ineligible for Pell Grants, as are students overcoming a history of incarceration.
- Interpretationown data§ Conclusion
Because the effect is in place while holding overall cost of course materials constant, reserves are a less effective way of reaching low-income students than other means of decreasing textbook expenses.
“Because this effect is in place while holding the overall cost of course materials constant, what it suggests is that reserves are a less effective way of reaching low-income students than other means of decreasing textbook expenses.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Student textbook purchasing behaviors can be assumed without consulting scholarly literature or empirical evidence from the institution.
- Premisecitation§ Discussion
Students who are parents, especially single parents, are significantly more likely to be eligible for Pell grants.
“Students who are parents, especially single parents, are significantly more likely to be eligible for Pell grants (Miller et al, 2011).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Miller et al, 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
- Interpretationown data§ Table II. Multivariate Regression Results.
All departments serve lower-income and higher-income students equitably.
“All departments serve lower-income and higher-income students equitably.”
Quote in the paperSubstantial claim - Interpretationreasoning§ Conclusion
A more effective intervention is for libraries to support the adoption of OERs, or digital resources from existing general library holdings, than to invest more heavily in course reserves services.
“More importantly, our results suggest a more effective intervention is for libraries to support the adoption of OERs, or digital resources from the existing general library holdings, than to invest more heavily in course reserves services.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Student textbook purchasing behaviors can be assumed without consulting scholarly literature or empirical evidence from the institution.
- Interpretationown data§ Conclusion
Library support in the form of OER or library-purchased materials is significant in improving student success and equity by reducing course materials cost.
“We established the significance of library support in the form of OER or library-purchased materials in improving student success and equity by reducing course materials cost.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Student textbook purchasing behaviors can be assumed without consulting scholarly literature or empirical evidence from the institution.
- Interpretationown data§ Abstract
Course reserves are a less effective way of supporting low-income students compared to OERs.
“However, course reserves slightly increases the disparity between high-income and low-income students, suggesting that course reserves are a less effective way of supporting the latter compared to OERs.”
Quote in the paperSubstantial claim - Interpretationreasoning§ Conclusion
Faculty and librarians moving from print reserves to other means of reducing costs, such as OERs, helps close the gap between Pell-eligible and higher-income students.
“What does help close that gap is faculty and librarians moving from print reserves to other means of reducing costs, such as OERs.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Student textbook purchasing behaviors can be assumed without consulting scholarly literature or empirical evidence from the institution.
- Premisecitation§ Success
Textbook prices rise faster than inflation.
“As discussed above, textbook prices rise faster than inflation, and these costs for purchasing course reserves impact library budgets with similar consequences as those for student budgets (Pollitz et al., 2009).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Pollitz et al., 2009 source
- Probably not a substantial claim. 13
- It may state two separate claims as one. 11
Probably not a substantial claim. The paper’s conclusions may not depend on it.
Premisecitation§ SuccessMurray et al. (2016) found that library usage by freshman and sophomore students is a positive predictor of retention.
“Similarly, Murray et al. (2016) found that library usage by freshman and sophomore students is a positive predictor of retention as part of their study of students at a Midwestern public university.”
Quote in the paperNot a substantial claim1 of 1 sources checked- cites Murray et al. (2016) source
It may state two separate claims as one.
Findingown data§ ResultsRelative to the baseline of Environmental & Occupational Health, only Nursing and CADV have significantly different DFU rates, both lower.
“Relative to the baseline of Environmental & Occupational Health, only Nursing and CADV have significantly different DFU rates, both lower.”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
Findingreasoning§ DiscussionWhile the savings of course reserves are beneficial, they have a detrimental impact on the relative success of lower-income students relative to other methods of reducing net course materials costs.
“However, our results indicate that while the savings of course reserves are beneficial, they have a detrimental impact on the relative success of lower-income students implicitly relative to other methods of reducing net course materials costs.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Student textbook purchasing behaviors can be assumed without consulting scholarly literature or empirical evidence from the institution.
Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.
Findingnone given§ ConclusionThe College of Health & Human Development is already serving its students equitably based on income.
“the College of Health & Human Development is already serving its students equitably (based on income).”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
Findingreasoning§ ConclusionThe effect size is small, but the analysis slightly increases the disparity between high-income and low-income students.
“The effect size is small, but the analysis slightly increase the disparity between high-income and low-income students.”
Quote in the paperSubstantial claim- The authors state this as an assumption: Student textbook purchasing behaviors can be assumed without consulting scholarly literature or empirical evidence from the institution.
Probably not a substantial claim.
Premisecitation§ IntroductionConsumer prices for college textbooks increased 88 percent from 2006 to 2016.
“Consumer prices for college textbooks increased 88 percent from 2006 to 2016 (Bureau of Labor Statistics), putting a significant burden on students.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Bureau of Labor Statistics
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim. It may be too vague to check against evidence.
Interpretationreasoning§ ConclusionWith the evolving role of libraries amidst global trends of open movement and distance learning, the findings suggest an urgency for all libraries to invest in OER advocacy.
“With the evolving role of libraries amidst the global trends of open movement and distance learning, our findings also suggest an urgency for all libraries to invest in OER advocacy.”
Quote in the paperNot a substantial claim- The authors state this as an assumption: Student textbook purchasing behaviors can be assumed without consulting scholarly literature or empirical evidence from the institution.
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
Study design and conductnone given§ ConclusionThe final data set is not a complete collection of the syllabi from all courses within the departments nor all departments within the college.
“while the authors made great efforts to reach out to all departments multiple times to gather the syllabi, the final data set is not a complete collection of the syllabi from all courses within the departments nor all departments within the college.”
Quote in the paperNot a substantial claimProbably not a substantial claim. It may be too vague to check against evidence.
Interpretationreasoning§ ConclusionThese results suggest the library at CSUN should focus on faculty adoption of OER and library general collection to make a more significant impact on equitable student success.
“over $50 for classes with over 50 students), these results suggest the library at CSUN focus on faculty adoption of OER and library general collection to make a more significant impact on equitable student success.”
Quote in the paperNot a substantial claim- The authors state this as an assumption: Student textbook purchasing behaviors can be assumed without consulting scholarly literature or empirical evidence from the institution.
Probably not a substantial claim. It may be too vague to check against evidence. It may state two separate claims as one.
Interpretationreasoning§ DiscussionBorn-digital items or very low-cost print OERs would be more equitable solutions than course reserves.
“In this case, born-digital items or very low-cost print OERs would be more equitable solutions.”
Quote in the paperNot a substantial claimIt may state two separate claims as one.
Premisecitation§ SuccessCourse reserves create barriers to access; students may be asked to wait or return later due to limited copies at peak times during midterm and final examination periods.
“Students may be or asked to wait or return later due to limited copies at peak times during midterm and final examination periods (Todorinova & Wilkinson, 2019, p. 269).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Todorinova & Wilkinson, 2019 source
Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.
Premisecitation§ Table II. Multivariate Regression Results.Among students still dependent on their parents, 5 percent in the lowest income quartile do not receive Pell Grants, and 24 percent of independent students in the lowest quartile do not receive them.
“Among students still dependent on their parents, 5 percent in the lowest income quartile do not receive Pell Grants, and 24 percent of independent students in the lowest quartile do not receive them (National Center for Education Statistics, 2019).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites National Center for Education Statistics, 2019
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
It may state two separate claims as one.
Premisecitation§ SuccessColvard et al. (2018) showed a significant relationship between the adoption of OERs and an increase in end-of-course grades, a decrease in the percentage of grades of D, F or late withdrawal (DFW), and a decrease in achievement gaps.
“In a large-scale study at the University of Georgia, Colvard et al. (2018) showed a significant relationship between the adoption of OERs, an increase in end-of-course grades, and a decrease in the percentage of grades of D, F or late withdrawal (DFW), as well as a decrease in achievement gaps.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Colvard et al. (2018)
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim. The paper’s conclusions may not depend on it.
Premisecitation§ SuccessTeske et al. (2013) found predictor values of reference transactions, book expenditure, acquisitions, collection sizes, and circulation for retention and graduation rates.
“While the study discovered predictor values of reference transactions, book expenditure, acquisitions, collection sizes, and circulation for retention and graduation rates, there was no discussion about the impact of the library in OER initiatives.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Teske et al. (2013) source
It may state two separate claims as one.
Premisecitation§ DiscussionLow-income students are more likely to work more than 15 hours per week, more likely to work off-campus, and are more likely to have inconvenient and inflexible work obligations.
“Low-income students are more likely to work more than 15 hours per week, more likely to work off-campus, and are more likely to have inconvenient and inflexible work obligations (Kyte, 2017).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Kyte, 2017
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
It may state two separate claims as one.
Interpretationreasoning§ Table II. Multivariate Regression Results.The impact of the price of course materials is felt by many students and affects the overall DFU rate rather than the gap in outcomes by income level.
“Thus the impact of the price of course materials is felt by many students and affects the overall DFU rate rather than the gap in outcomes by income level.”
Quote in the paperSubstantial claim- Rests on an assumption: International and undocumented students are ineligible for Pell Grants, as are students overcoming a history of incarceration.
Probably not a substantial claim. The paper may give no reason why it holds.
Premisenone given§ AbstractFew studies examine the role that library collections play in addressing course materials cost and student success.
“Few studies, however, examine the role that library collections play in addressing course materials cost and student success.”
Quote in the paperNot a substantial claimProbably not a substantial claim.
Study design and conductnone given§ ConclusionThe syllabi of the undergraduate courses included for data analysis are limited to the College of Health and Human Development.
“First, the syllabi of the undergraduate courses that have been included for data analysis are limited to the College of Health and Human Development.”
Quote in the paperSubstantial claimProbably not a substantial claim. The paper’s conclusions may not depend on it.
Premisecitation§ SuccessThe ease of adoption makes course reserves low-hanging fruit for immediately lowering the costs borne by students.
“The ease of adoption makes course reserves lowhanging fruit for immediately lowering the costs borne by students (Celik & Peck, 2016).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Celik & Peck, 2016 source
Probably not a substantial claim. The paper may give no reason why it holds. It may state two separate claims as one.
Premisenone given§ SuccessScholarly literature in the library and information science field does not address the role libraries play in advancing OER initiatives, and the contributions OERs may have to student success.
“Scholarly literature in the library and information science field does not address the role libraries play in advancing OER initiatives, and the contributions OERs may have to student success.”
Quote in the paperNot a substantial claim
The authors state this as an assumption.
Students legally accessed all required materials.
“assuming that students 1) legally accessed all required materials, 2) relied on free library options whenever possible, and 3) when required items were not available on reserve or as eBooks, purchased the least expensive used copies available.”
The authors state this as an assumption.
Students relied on free library options whenever possible.
“assuming that students 1) legally accessed all required materials, 2) relied on free library options whenever possible, and 3) when required items were not available on reserve or as eBooks, purchased the least expensive used copies available.”
The authors state this as an assumption.
When required items were not available on reserve or as eBooks, students purchased the least expensive used copies available.
“assuming that students 1) legally accessed all required materials, 2) relied on free library options whenever possible, and 3) when required items were not available on reserve or as eBooks, purchased the least expensive used copies available.”
The paper relies on this without support.
International and undocumented students are ineligible for Pell Grants, as are students overcoming a history of incarceration.
“International and undocumented students are ineligible, as are students overcoming a history of incarceration.”
The authors state this as an assumption.
Student textbook purchasing behaviors can be assumed without consulting scholarly literature or empirical evidence from the institution.
“Furthermore, we assumed student textbook purchasing behaviors without consulting scholarly literature or empirical evidence from our institution.”
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
Each contradiction between two passages listed here was confirmed by an independent check.
Textbook-cost coefficient reverses the claimed effect on failure rates
MajorTable II gives total minimum cost a negative coefficient for the DFU rate: holding the other variables constant, higher cost predicts fewer students failing. The stated conclusion instead says that saving money lowers the DFU rate and increases the number passing.
“For every dollar each student saves on textbooks the predicted DFU rate of the course decreases by 0.02.In other words, if a course with 50 students enrolled moved from a $100 textbook to an open education resource -or even just put that textbook on reserve -we predict one more student would pass the course every semester.”
“Dependent variable: Course Section DFU rate n=463 Unstandardized Coefficients (B) (standard error (t)) Constant 6.31** (2.98) Child & Adolescent Development -5.16* (2.24) Family & Consumer Sciences -0.756 (-0.349)Kinesiology -2.10 (-1.00)Nursing -5.88* (-2.21)Recreation & Tourism Management -0.858 (-0.382)Class size 0.046* (2.43)Total Minimum Cost -0.020* (-1.99)”
Citations
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1 of the 20 references couldn’t be matched to a known paper.
Cited by
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Textbook Justice League: Creating a textbook affordability institute
King, N., Garrett, T., & Manjuck, A. (2023) · The Journal of Academic Librarianship · doi:10.1016/j.acalib.2023.102836 · Cited by 3
Barnes, C. A., Vine, S., & Nadeau, R. (2024) · The Journal of Academic Librarianship · doi:10.1016/j.acalib.2024.102864 · Cited by 2
Scott, M. (2021) · Collection Management · doi:10.1080/01462679.2021.2018376 · Cited by 2
Deja, M. (2025) · The Journal of Academic Librarianship · doi:10.1016/j.acalib.2025.103149
The question of textbooks in academic libraries: To purchase or not? A scoping review
Aprile, J., Aloia, D., Crooke, D., et al. (2025) · The Journal of Academic Librarianship · doi:10.1016/j.acalib.2025.103127
Using Teamwork and Collaboration to Design Better Affordable Learning Experiences
Pritting, S., Collins, J. N., & Rodick, A. (2025) · The Journal of Continuing Higher Education · doi:10.1080/07377363.2025.2545106
Automatic textbook billing cost savings: Does the reality match the hype?
LeMire, S. (2025) · Technical Services Quarterly · doi:10.1080/07317131.2025.2512283
Gender Distribution of Course Material Authors in a Doctor of Veterinary Medicine Program
Bourgeois, J. P., Fortier, K., & Frank, N. (2024) · Journal of Veterinary Medical Education · doi:10.3138/jvme-2024-0022
Metadata
- Authors
- Wimberley, L., Cheney, E., & Ding, Y.
- Affiliations
- California State University, Northridge (US)
- Venue
- Reference Services Review
- Publisher
- Emerald
- Published
- 2020-07-13
- Volume
- 48
- Issue
- 3
- Pages
- 373-383
- ISSN
- 0090-7324 (ISSN-L)
- OpenAlex
- W3044888864
- Cited by
- 8
- References
- 20
- Citations by year
- 2025: 4 · 2024: 2 · 2023: 1 · 2021: 1
- FWCI
- 0.46
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- public-domain
- www.emerald.com/insight/site-policies (tdm)
- Locations
- Reference Services Review (publishedVersion)
- CSUN ScholarWorks (California State University, Northridge) (submittedVersion, public-domain)
- Funders
- California State University, Northridge
- Topics
- Social Sciences › Education › Open Education and E-Learning
- Social Sciences › Library and Information Sciences › Library Collection Development and Digital Resources
- Social Sciences › Library and Information Sciences › Library Science and Information Literacy
- Keywords
- open educational resources, textbook affordability, educational inequity, student success, course pass rates, course reserves, achievement gap, academic library support, undergraduate courses
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
A language model drew the claims from the paper on 2026-10-11, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).
A second model labelled each claim on 2026-10-11 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).
Cited sources are checked with a language model’s help (gpt-6-sol).
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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