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Toward a Practical Set of STEM Transfer Program Momentum Metrics

Author

Listed:
  • John Fink

    (Columbia University)

  • Taylor Myers

    (Columbia University)

  • Daniel Sparks

    (Columbia University)

  • Shanna Smith Jaggars

    (The Ohio State University)

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.

Suggested Citation

  • John Fink & Taylor Myers & Daniel Sparks & Shanna Smith Jaggars, 2024. "Toward a Practical Set of STEM Transfer Program Momentum Metrics," Research in Higher Education, Springer;Association for Institutional Research, vol. 65(2), pages 259-282, March.
    • Handle: RePEc:spr:reihed:v:65:y:2024:i:2:d:10.1007_s11162-023-09759-2
    DOI: 10.1007/s11162-023-09759-2
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