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This study investigated whether and how Learning Assistant (LA) support is linked to student outcomes in Physics courses nationwide. Paired student concept inventory scores were collected over three semesters from 3,753 students, representing 69 courses, and 40 instructors, from 17 LA Alliance member institutions. Each participating student completed an online concept inventory at the beginning (pre) and end (post) of each term. The physics concept inventories tested included the Force Concept Inventory (FCI), Conceptual Survey of Electricity and Magnetism (CSEM), Force and Motion Concept Evaluation (FMCE) and the Brief Electricity and Magnetism Assessment (BEMA). Across instruments, Cohen’s d effect sizes were 1.4 times higher, on average, for courses supported by LAs compared to courses without LA support. Preliminary findings indicate that physics students' outcomes may be most effective when LA support is utilized in laboratory settings (1.9 times higher than no LA support) in comparison to lecture (1.4 times higher), recitations (1.5 times higher), or unknown uses (1.3 times higher). Additional research will inform LA-implementation best practices across disciplines. 

This study investigates how Learning Assistants (LAs) and related course features are associated with inequities in student learning in introductory university physics courses. 2,868 physics students’ paired pre- and post-test scores on concept inventories from 67 classes in 16 LA Alliance member institutions are examined in this investigation. The concept inventories included the Force Concept Inventory, Force and Motion Conceptual Evaluation, and the Conceptual Survey of Electricity and Magnetism. Our analyses include a multiple linear regression model that examines the impact of student (e.g. gender and race) and course level variables (e.g. presence of LAs and Concept Inventory used) on student learning outcomes (Cohen’s d effect size) across classroom contexts. The presence of LAs was found to either remove or invert the traditional learning gaps between students from dominant and non-dominant populations. Significant differences in student performance were also found across the concept inventories.