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1. The effect of food insecurity during college on graduation and type of degree attained: evidence from a nationally representative longitudinal survey

   https://doi.org/10.1017/S1368980021003104  

   Wolfson, Julia A; Insolera, Noura; Cohen, Alicia J; Leung, Cindy W (July 2021, Public Health Nutrition)

   Abstract Objective: To examine the effect of food insecurity during college on graduation and degree attainment. Design: Secondary analysis of longitudinal panel data. We measured food insecurity concurrent with college enrollment using the 18-question USDA Household Food Security Survey Module. Educational attainment was measured in 2015-2017 via two questions about college completion and highest degree attained. Logistic and multinomial-logit models adjusted for sociodemographic characteristics were estimated. Setting: United States (US) Participants: A nationally representative, balanced panel of 1,574 college students in the US in 1999-2003 with follow-up through 2015-2017 from the Panel Study of Income Dynamics. Results: In 1999-2003, 14.5% of college students were food insecure and were more likely to be older, non-White, and first-generation students. In adjusted models, food insecurity was associated with lower odds of college graduation (OR 0.57, 95% CI: 0.37, 0.88, p=0.01) and lower likelihood of obtaining a Bachelor’s degree (RRR 0.57 95% CI: 0.35, 0.92, p=0.02) or graduate/professional degree (RRR 0.39, 95% CI: 0.17, 0.86, p=0.022). These associations were more pronounced among first-generation students. 47.2% of first-generation students who experienced food insecurity graduated from college; food insecure first-generation students were less likely to graduate compared to first-generation students who were food secure (47.2% vs. 59.3%, p=0.020) and non-first-generation students who were food insecure (47.2% vs. 65.2%, p=0.037). Conclusions: Food insecurity during college is a barrier to graduation and higher degree attainment, particularly for first-generation students. Existing policies and programs that help mitigate food insecurity should be expanded and more accessible to the college student population. 

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2. Pathways of opportunity in STEM: comparative investigation of degree attainment across different demographic groups at a large research institution

   https://doi.org/10.1186/s40594-023-00436-5  

   Costello, Robin A.; Salehi, Shima; Ballen, Cissy J.; Burkholder, Eric (June 2023, International Journal of STEM Education)

   Abstract BackgroundWe used an opportunity gap framework to analyze the pathways through which students enter into and depart from science, technology, engineering, and mathematics (STEM) degrees in an R1 higher education institution and to better understand the demographic disparities in STEM degree attainment. ResultsWe found disparities in 6-year STEM graduation rates on the basis of gender, race/ethnicity, and parental education level. Using mediation analysis, we showed that the gender disparity in STEM degree attainment was explained by disparities in aspiration: a gender disparity in students’ intent to pursue STEM at the beginning of college; women were less likely to graduate with STEM degrees because they were less likely to intend to pursue STEM degrees. However, disparities in STEM degree attainment across race/ethnicities and parental education level were largely explained by disparities in attrition: persons excluded because of their ethnicity or race (PEERs) and first generation students were less likely to graduate with STEM degrees due to fewer academic opportunities provided prior to college (estimated using college entrance exams scores) and more academic challenges during college as captured by first year GPAs. ConclusionsOur results reinforce the idea that patterns of departure from STEM pathways differ among marginalized groups. To promote and retain students in STEM, it is critical that we understand these differing patterns and consider structural efforts to support students at different stages in their education. 

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3. Creation and validation of the Algebra Concept Inventory in the tertiary context.

   Wladis, C; Offenholley, K; Sencindiver, B; Myszkowski, N; Aly, G (July 2024, Proceedings of the 47th Conference of the International Group for the Psychology of Mathematics Education)

   Evans, T; Marmur, O; Hunter, J; Leach, G (Ed.)

   In college, taking algebra can prevent degree completion. One reason for this is that algebra courses in college tend to focus on procedures disconnected from meaning-making (e.g., Goldrick-Rab, 2007). It is critical to connect procedural fluency with conceptual understanding (Kilpatrick, et al., 2001). Several instruments test algebraic proficiency, however, none were designed to test a large body of algebraic conceptions and concepts. We address this gap by developing the Algebra Concept Inventory (ACI), to test college students’ conceptual understanding in algebra. A total of 402 items were developed and tested in eight waves from spring 2019 to fall 2022, administered to 18,234 students enrolled in non-arithmetic based mathematics classes at a large urban community college in the US. Data collection followed a common-item random groups equating design. Retrospective think-aloud interviews were conducted with 135 students to assess construct validity of the items. 2PL IRT models were run on all waves; 63.4% of items (253) have at least moderate, and roughly one-third have high or very high discrimination. In all waves, peak instrument values have excellent reliability ( R ≥ 0.9 ). Convergent validity was explored through the relationship between scores on the ACI and mathematics course level. Students in “mid”-level courses scored on average 0.35 SD higher than those in “low”-level courses; students in “high”-level courses scored on average 0.35 SD higher than those in “mid”-level courses, providing strong evidence of convergent validity. There was no consistent evidence of differential item functioning (DIF) related to examinee characteristics: race/ethnicity, gender, and English-language-learner status. Results suggest that algebraic conceptual understanding, conceptualized by the ACI, is measurable. The final ACI is likely to differentiate between students of various mathematical levels, without conflating characteristics such as race, gender, etc. 

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4. Algebra and other relevant physics skills: The effectiveness of mastery practice on skills accuracy and exam grade in introductory physics

   https://doi.org/10.1103/PhysRevPhysEducRes.21.010121  

   Liu, Qiaoyi; Moni_Prakash, Harish; Heckler, Andrew F (March 2025, Physical Review Physics Education Research)

   NA (Ed.)

   We conducted two studies to investigate the extent to which brief, spaced, mastery practice on skills relevant to introductory physics affects student performance. The first study investigated the effect of practice of “specific” physics skills, each one relevant to only one or a few items on the course exam. This study employed a quasiexperimental design with 766 students assigned to “intervention” or “control” conditions by lecture section sharing common exams. Results of the first study indicate significant improvement in the performance for only some of the exam items relevant to the specific skills practiced. We also observed between-section performance differences on other exam items not relevant to training, which may be due to specific prior quiz items from individual instructors. The second study investigated the effect of practice on the “general” skill of algebra relevant to introductory physics, a skill which was relevant to most of the exam items. This study employed a similar quasiexperimental design with 363 students assigned to treatment or control conditions, and we also administered a reliable pre- and post-test assessment of the algebra skills that was iteratively developed for this project. Results from the second study indicate that 75% of students had high accuracy on the algebra pretest. Students in the control condition who scored low on the pretest gained about 0.7 standard deviations on the post-test, presumably from engagement with the course alone, and students in the algebra practice condition had statistically similar gains, indicating no observed effect of algebra practice on algebra pre- to post-test gains. In contrast, we find some potential evidence that the algebra practice improved final exam performance for students with high pretest scores and did not benefit students with low pretest scores, although this result is inconclusive: the point estimate of the effect size was 0.24 for high pretest scoring students, but the 95% confidence interval [ $-0.01$, 0.48] slightly overlapped with zero. Further, we find a statistically significant positive effect of algebra practice on exam items that have higher algebraic complexity and no effect for items with low complexity. One possible explanation for the added benefit of algebra practice for high-scoring students is fluency in algebra skills may have improved. Overall, our observations provide some evidence that spaced, mastery practice is beneficial for exam performance for specific and general skills, and that students who are better prepared in algebra may be especially benefitting from mastery practice in relevant algebra skills in terms of improved final exam performance. 

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5. Supervised Study: Required Independent Research at a Community College Supports Persistence in Science

   https://doi.org/10.1187/cbe.21-09-0290  

   Allison, Anne B.; York, Virginia V.; Hoefner, Donna M.; Clark, Melinda E.; Yost, Marlena C.; Vondrasek, Joanna R. (September 2022, CBE—Life Sciences Education)

   Hewlett, James A. (Ed.)

   This study assesses the impacts of the Science program at Piedmont Virginia Community College and its flagship capstone research experience, Supervised Study, through psychosocial perceptions associated with persistence in science and through a comparative analysis of subsequent science bachelor’s degree attainment. Supervised Study involves authentic, independent projects, a research methods course and learning community, and one-on-one faculty mentoring. The Persistence in the Sciences survey was used as a repeated-measures instrument in four semesters of Supervised Study. Positive trends were observed for self-efficacy, science identity, community values, and networking, while responses related to project ownership were mixed ( n = 13). To contextualize these observations, transfer and bachelor’s degree completion rates were analyzed. Students who earn an associate’s degree in Science ( n = 113 between 2012 and 2019) complete bachelor’s degrees at high rates (66.4%). Moreover, they are two to four times more likely to major in physical and natural sciences than their science-oriented peers, who take many of the same courses, with the exception of Supervised Study. Notably, these comparison rates remain consistent between different demographic groups. These findings further describe a model for research at the community college level that supports persistence in undergraduate science for a broad group of students. 

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