ABSTRACT
This study examined student learning via the composite measure of intellectual abilities among 1,210 Latina/o undergraduates at 4-year institutions. Longitudinal pre and post surveys were used to examine the impact of interrelated variables on Latina/o’ senior year cognitive gains. This study applied Becker’s (1993) human capital theory and Astin’s (2012) Input-Environment-Output model to organize and analyze the data. Through structural equation modeling, the findings revealed the pathways that promote and hinder student learning.