Journal article
The Impact of Course Placement in STEM Sequences on Students' Short-Term and Longer-Term University Success Outcomes
Review of higher education, Vol.48(2), pp.277-306
2025
DOI: 10.1353/rhe.2025.a946308
Abstract
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.
Details
- Title: Subtitle
- The Impact of Course Placement in STEM Sequences on Students' Short-Term and Longer-Term University Success Outcomes
- Creators
- Nicholas A Bowman - University of IowaFederick J Ngo - University of Nevada, Las VegasJeongmin Ji
- Resource Type
- Journal article
- Publication Details
- Review of higher education, Vol.48(2), pp.277-306
- Publisher
- Johns Hopkins University Press
- DOI
- 10.1353/rhe.2025.a946308
- ISSN
- 0162-5748
- eISSN
- 1090-7009
- Grant note
- University of Iowa P3 Program in Support of Strategic Priorities
Acknowledgment: This research was sponsored by the University of Iowa P3 Program in Support of Strategic Priorities.
- Language
- English
- Date published
- 2025
- Academic Unit
- Center for Social Science Innovation; Educational Policy and Leadership Studies
- Record Identifier
- 9984757743902771
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