June 14, 2015
June 14, 2015
June 17, 2015
26.34.1 - 26.34.17
COMPARING INDEPENDENT POPULATION AND PAIRED MATCH ANALYSES OF PERFORMANCE DATA: A Five-Year Study of an Academic Boot Camp for Incoming Freshmen The Minority Engineering Program at a large, R1 institution initiated an engineering summerbridge program in the summer of 2005 to address a nine percentage point difference between the2004 underrepresented minority (URM) first year retention rates and the overall cohort’sretention rate (67% vs. 76%). The following year, the multiethnic programs in the Colleges ofScience and Technology also added similar programs. The paramount success metric of theseprograms was improvement of the first year retention rate of the URM population, thus removingthe observed disparity between the URM and majority populations. A potential secondary benefitwould be increased academic performance in the gateway courses presented in the camps, thusimproving their first term GPA. This study presents a five year analysis of the incoming F’08 – F’12 cohorts of the program todetermine the value to the incoming students. These years were chosen so that each of thecolleges could have moved through their pilot program development phase. Comparisons weremade between first year retention rates and first term GPA’s of the three populations: URMstudents who took the ABC, non-attending URM students, and domestic majority students whodid not take the ABC. Two methods of analysis were used to perform this comparison. AnIndependent Population Analysis took all students from each population to determine statisticaldifferences between the retention and GPA averages. These determiners of student success arealso analyzed using the Paired Matches Analysis, where each ABC student is matched with onestudent in the other two populations. This compared similar students with regard to suchdemographics as: • Ethnicity (for URM matches), Gender, and Residency • Major in Science or Technology • Core GPA from high school • SAT(Math), SAT(Critical Reading), SAT(M+CR), or the SAT equivalent of these ACT scores • Number of types of involvement in the minority programs • First semester courses This paper will discuss the differences observed in how effective each college’s AcademicBoot Camp attendees performed against their URM and domestic, majority students. Results willbe shown for Retention in each cohort, Retention in STEM, Retention in the University,Voluntarily Withdrew, or Dropped status, as well as 1st term GPA’s for each group. Thestatistical analysis process used will be discussed as well as how these results vary betweenwhich method of analysis was used.
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