Data and code for: Metacognitive Awareness and Academic Performance

In this study, we assessed whether cognitive strategy instruction has the potential to improve student performance in college. We conducted two randomized controlled trials (RCTs) in a mandatory, year-long, first-year, reading/writing-intensive course at Spelman College, a private historically Black institution for women. The RCTs were implemented during three academic years/cohorts. RCT 1 was conducted during cohorts 1-2 while RCT 2 was conducted during cohort 3. This dataset contains the variables to replicate our analysis. They come from surveys administered to students and faculty as well as administrative data from the registrar's office.<br>