Toward a Practical Set of STEM Transfer Program Momentum Metrics. CCRC Working Paper No. 127

Autor/inn/en	Fink, John; Myers, Taylor; Sparks, Daniel; Jaggars, Shanna
Institution	Columbia University, Community College Research Center
Titel	Toward a Practical Set of STEM Transfer Program Momentum Metrics. CCRC Working Paper No. 127
Quelle	(2021), (63 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	STEM Education; College Transfer Students; Community Colleges; Equal Education; Educational Change; Academic Achievement; Correlation; Student Records; Educational Indicators; Calculus; Statewide Planning; Higher Education; Prerequisites; Bachelors Degrees; Educational Attainment; Measurement Techniques; Two Year College Students; Formative Evaluation; Outcomes of Education; Classification; Remedial Instruction + Suchen Sie Ihr Suchwort? STEM; Hochschulwechsel; Schulwechsel; Studienortwechsel; Community college; Community College; Bildungsreform; Schulleistung; Korrelation; Schülerakte; Educational indicato; Bildungsindikator; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Planwirtschaft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Voraussetzung; 'Bachelor''s degrees'; Bachelor-Studiengang; Bildungsabschluss; Bildungsgut; Messtechnik; Lernleistung; Schulerfolg; Classification system; Klassifikation; Klassifikationssystem; Förderkurs
Abstract	Nearly two decades into the "completion agenda" in higher education, many community colleges have adopted collegewide reforms designed to improve stubbornly flat rates of student success and address persistent equity gaps. The longer-term effects of such collegewide reforms may take years to observe. In the meantime, college leaders need to know whether changes they make in the short run are associated with longer-term student success. Measuring the progress and effects of institutional reform is particularly vital in economically important STEM fields. Drawing on administrative records from transfer-intending community college starters across three states, this study develops and explores potential indicators of early STEM program momentum. We find that a relatively simple set of STEM momentum metrics--notably early completion of calculus or non-math STE coursework specified in statewide STEM transfer pathways and, to a lesser degree, the prerequisites to such courses--are reliable indicators of subsequent STEM transfer and bachelor's degree attainment. Our findings provide support for the use of the STEM momentum metrics to formatively evaluate reforms aimed at strengthening STEM transfer outcomes and closing equity gaps in STEM bachelor's degree attainment. (As Provided).
Anmerkungen	Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01