The Pedagogy Payoff: Study Links Faculty Training to Student Success

NEW YORK, NY – May 04, 2026 – A landmark independent study has delivered what many in higher education have long sought: definitive evidence that investing in better teaching directly leads to better student outcomes. Research from Sam Houston State University (SHSU), published in the Journal on Excellence in College Teaching, found that students in courses taught by faculty certified in effective teaching practices are significantly more likely to pass, earn higher grades, and provide stronger course evaluations.

The study, the largest and most rigorous of its kind, examined nearly 1,800 courses and was conducted without funding or influence from the Association of College and University Educators (ACUE), the organization providing the certification. The findings offer a powerful counter-narrative to the common refrain of student unpreparedness, suggesting that the most impactful variable for student success may lie with the person at the front of the classroom.

The Evidence for Effective Teaching

Analyzing data from the 2021–2022 academic year, SHSU researchers Dr. Benjamin Mitchell-Yellin and Dr. Chase Young employed sophisticated statistical methods, including propensity score matching, to isolate the impact of the ACUE certification. By controlling for variables like class size and instructor demographics, they ensured the results were a direct reflection of the training itself.

The results were significant across every measure:

• Lower DFW Rates: Courses led by ACUE-certified instructors saw a 3.33 percentage point reduction in the rate of D grades, F grades, or withdrawals (DFW). These rates are a key metric for tracking student progress and are often a precursor to a student dropping out entirely.
• Impact on Introductory Courses: The effect was even more pronounced in crucial entry-level courses, which typically have the highest DFW rates. In these classes, certified instructors achieved a 3.73 percentage point reduction in DFWs, a critical improvement for retaining students during their vulnerable first year.
• Higher Student Evaluations: Certified faculty consistently received higher scores on end-of-term evaluations, with students rating them higher for being an “Excellent Teacher” and leading an “Excellent Course.”

“We now have airtight evidence that faculty participating in ACUE professional development directly contribute to their institution's goals,” said Dr. Mitchell-Yellin, Director of SHSU's Teaching & Learning Center. “This is a concrete intervention we can implement at an individual instructor level to address retention and persistence—outcomes that are particularly critical at a time when institutions are facing ongoing enrollment challenges.”

A Lifeline for Higher Ed's Retention Crisis

The study’s findings arrive at a pivotal moment for American higher education. Institutions across the country are grappling with declining enrollment and a persistent student retention crisis. National data reveals that nearly half of all students who enroll in college do not complete a degree or certificate. High DFW rates in foundational courses are a major contributor to this attrition, disproportionately affecting first-generation students and those from underrepresented backgrounds.

For years, the debate around student success has often centered on student deficits. “In every course redesign meeting, we hear the same thing: students are underprepared, they learned bad habits, this generation is different,” noted study co-author Dr. Chase Young. “But the research shows the variable we can control is teaching. Tools like ACUE support faculty to overcome barriers to student success.”

This research reframes the problem, positioning high-quality instruction not as a peripheral concern but as a core strategic tool for institutional health. A 3-to-4 percentage point reduction in DFW rates, when scaled across an entire university, can translate into hundreds of students staying in school who might otherwise have left. This not only improves graduation rates but also stabilizes tuition revenue and strengthens the institution's overall mission.

Independent Validation and Accountability

While previous studies have pointed to the benefits of ACUE’s programs, this research stands apart due to its independence and methodological rigor. By establishing a clear, causal link without direct partnership from ACUE, the SHSU study provides the unbiased validation that university leaders and policymakers demand before making significant investments.

Ted Mitchell, President of the American Council on Education (ACE), which endorses the ACUE certification, hailed the study as a new standard for accountability. “This is what accountability in higher education looks like. Independent researchers. Rigorous methodology. Nearly 1,800 courses,” he stated. “And results that confirm what we at ACE have believed for nearly a decade—that investing in faculty development through ACUE produces measurably better outcomes for students. Institutions that are serious about student success now have the evidence they need.”

This evidence suggests that faculty development is not merely a “perk” for instructors but a high-impact investment in the student experience. By equipping educators with evidence-based pedagogical strategies, institutions can empower them to create more engaging, equitable, and effective learning environments.

A Case Study at Sam Houston State

The context of the study at Sam Houston State University underscores the real-world implications of the findings. SHSU is a designated Hispanic-Serving Institution with a diverse student body: 46% White, 28% Hispanic, and 17% Black. A large portion of its 21,000 students are first-generation and from low-income backgrounds—the very populations most at risk of not completing their degrees.

For an institution like SHSU, with a deep commitment to serving its diverse population, the study's conclusions are particularly resonant. Improving teaching effectiveness in foundational courses provides targeted support to students who may be navigating the complexities of college for the first time. The university’s own institutional priorities, which include robust faculty development through its Teaching & Learning Center and a focus on student achievement, are directly supported by the outcomes demonstrated in the research.

The study, therefore, serves as both a validation of a specific program and a model for other institutions. It demonstrates that by focusing on the quality of teaching, universities can make significant strides in closing achievement gaps and fulfilling their promise of social mobility for all students, regardless of their background.