Data Highlights Spring 2023
Inside our institutions
- At Georgia State University, ALG grants have affected over 120,000 students, the most of any USG institution. Kennesaw State University and Georgia Highlands College follow in second and third.
- As of spring 2023, Georgia Highlands College had saved students the most money of any institution -- approximately $14.9 million.
- The five institutions with the most no- or low-cost sections are: Georgia State University (4203), University of West Georgia (2657), University of Georgia (2498), University of North Georgia (1360), and Columbus State (1268).
Search for your Institution's Latest Report
- Abraham Baldwin Agricultural College
- Albany State University
- Atlanta Metropolitan State College
- Augusta University
- College of Coastal Georgia
- Clayton State University
- Columbus State University
- Dalton State College
- East Georgia State College
- Fort Valley State University
- Georgia Southern University
- Georgia Institute of Technology
- Georgia College & State University
- Georgia Gwinnett College
- Georgia Highlands College
- Gordon State College
- Georgia Southwestern State University
- Kennesaw State University
- Middle Georgia State University
- South Georgia State College
- Savannah State University
- University of Georgia
- University of North Georgia
- University of West Georgia
- Valdosta State University
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Research more of our data
The following reports contain comprehensive analyses of each round of Affordable Materials Grants including student savings, learning and retention outcomes, and student perceptions of OER.
- 2021 Final Report Summary
- 2020 Final Report Summary
- 2019 Final Report Summary
- 2018 Final Report Summary
- 2017 Final Report Summary
- 2016 Final Report Summary
- 2015 (Round Two) Final Report Summary
- 2014 (Round One) Final Report Summary
What Others are doing
Institutional Affordable Learning Programs
USG institutions are joining the effort to make educational resources more affordable. The following programs, which also support affordable educational resources implementation and creation, are funded and managed by one USG institution:
Peer-Reviewed Research on OER by USG Authors
Angelopoulou, A., Hodhod, R., & Perez, A. J. (2022). “Factors affecting student educational choices regarding OER material in Computer Science.” Journal of Computers in Education.
Sargent, E., Shaikh, A., Karla Sue Marriott, Porter, T., Cannon-Rech, D. N., & Landge, S. M. (2022). “Introducing the Remote Mentoring of Undergraduate Research Students (ReMentURS) Workshop Series: Initial Evaluation and Plans for Wider Implementation.” International Journal for the Scholarship of Teaching and Learning.
Nagashima, T. and Hrach, S. (2021). “Motivating Factors among University Faculty for Adopting Open Educational Resources: Incentives Matter.” Journal of Interactive Media in Education.
Grissett, J. and Huffman, C. (2019). “An Open versus Traditional Psychology Textbook: Student Performance, Perceptions, and Use.” Psychology Teaching and Learning.
Colvard, N., Watson, E., and Park, H. (2018). “The Impact of Open Educational Resources on Various Student Success Metrics.” International Journal of Teaching and Learning in Higher Education.
Lawrence, C. and Lester, J. (2018). “Evaluating the effectiveness of adopting Open Educational Resources in an Introductory American Government course.” Journal of Political Science Education.
Watson, E. Domizi, D., and Clouser, S. (2017). “Student and faculty perceptions of OpenStax in high enrollment courses.” International Review of Research in Open and Distributed Learning, 18(5).
Vojtech, G. and Grissett, J. (2017). “Student perceptions of college faculty who use OER.” International Review of Research in Open and Distributed Learning, 18(4).
Chiorescu, M. (2017). “Exploring open educational resources for college algebra.” International Review of Research in Open and Distributed Learning, 18(4).
Croteau, E. (2017). “Measures of student success with textbook transformations: The Affordable Learning Georgia Initiative.” Open Praxis, 9(1).