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The Impact of Course Placement in STEM Sequences on Students' Short-Term and Longer-Term University Success Outcomes

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Publicado en:Review of Higher Education vol. 48, no. 2 (Winter 2025), p. 277
Autor principal: Bowman, Nicholas A
Otros Autores: Ngo, Federick J, Ji, Jeongmin
Publicado:
Johns Hopkins University Press
Materias:
Enrollments
College admissions
Success
College students
Community colleges
Core curriculum
Learning outcomes
Decision making
Secondary schools
STEM education
Cutting Scores
Literature Reviews
Community College Students
Grade Point Average
Course Selection (Students)
Acceleration (Education)
Prior Learning
Academic Advising
Advanced Placement Programs
Enrollment Trends
College Transfer Students
Meta Analysis
English Curriculum
Mathematics Education
Repetition
Educational Change
College Mathematics
Developmental Studies Programs
Mathematics Activities
School Policy
Admission Criteria
High Schools
Remedial Instruction
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Resumen:Research has frequently demonstrated negative effects of placing students into developmental education, but very little inquiry has considered the impact of placing students into different levels of non-developmental coursework. The present study explored this issue within sequenced pairs of STEM gateway courses using doubly-robust propensity score analyses and a total sample of 11,532 undergraduates. The results indicate that starting in a lower-level course frequently predicted favorable short-term academic outcomes, but course level was unrelated to retention, and starting in lower-level coursework was often inversely associated with the likelihood of graduating from the university or receiving a STEM bachelor's degree.
ISSN:0162-5748
1090-7009
0148-9585
DOI:10.1353/rhe.2025.a946308
Fuente:Psychology Collection