Toward a Practical Set of STEM Transfer Program Momentum Metrics

John Fink (), Taylor Myers, Daniel Sparks and Shanna Smith Jaggars
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John Fink: Columbia University
Taylor Myers: Columbia University
Daniel Sparks: Columbia University
Shanna Smith Jaggars: The Ohio State University

Research in Higher Education, 2024, vol. 65, issue 2, No 3, 259-282

Abstract: Abstract Using administrative data from nearly 270,000 transfer-intending students who began at 70 community colleges across three state systems, this paper seeks to identify a set of metrics that will be useful to community college leaders as they formatively assess their colleges’ efforts to improve STEM transfer outcomes. We find that a relatively simple set of STEM momentum metrics—notably Calculus and other non-math science and engineering coursework specified on statewide STEM transfer pathways, and to a lesser degree the pre-requisites to these types of courses—are reliable indicators of subsequent STEM transfer success across a wide-ranging set of state and institutional contexts, as well as across race/ethnicity and gender. However, community colleges have relatively low rates of completion of these key STEM courses, and disparities in completion of these courses by race/ethnicity and gender are common.

Keywords: Community college; State transfer and articulation policies; Course-taking; College persistence; STEM education (search for similar items in EconPapers)
Date: 2024
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DOI: 10.1007/s11162-023-09759-2

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