ALTERNATIVE METRICS FOR EVALUATING ACADEMIC LIBRARY IMPACT ON STUDENT SUCCESS AND RETENTION

Abstract

For decades, academic libraries have relied on input and output metrics such as collection size, gate counts, circulation statistics, and reference transaction numbers to demonstrate their value. While easy to collect, these traditional measures correlate poorly with the outcomes that matter most to university administrators: student success, persistence, graduation rates, and retention. This article critically examines the limitations of conventional library metrics and proposes a framework of alternative, high‑impact measures that directly link library services, spaces, and expertise to student achievement. Drawing on recent multi‑institutional studies and the growing field of library assessment, the discussion explores four categories of alternative metrics: behavioral engagement indicators (such as library space usage, database logins, and document delivery requests linked to individual student IDs); instructional impact measures (including rubric‑scored information literacy outcomes and pre‑post testing of research skills); relationship‑based metrics (such as faculty‑reported integration of library resources into course syllabi and assignments); and retention‑specific analytics (comparing library use patterns of persisting versus departing students). The article argues for the creation of a student success dashboard that integrates library data with institutional student records, respecting privacy and ethical boundaries. It concludes with practical recommendations for implementing alternative metrics, including the formation of cross‑campus assessment partnerships, the use of propensity score matching to establish causality, and the reorientation of library culture toward outcomes‑based evidence.