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Higher SAT math scores strongly predicted gateway course success prior to STREAMS and did not predict gateway success after the introduction of peer-cooperative learning support.
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Since SAT scores, particularly SAT-Math scores, are often correlated with gateway course success, we will retain SAT-Math as an independent statistical control whenever course success is an outcome.
"Measuring," said President Bush, in a discussion of his No Child Left Behind law, "is the gateway to success".
Chancellor Klein, in the interview, disagreed, saying that the pass-rate was the more critical measure because it indicated proficiency, an important gateway to success.
Pre-implementation, demographic factor and SAT-Math scores were significantly correlated with gateway course success.
Table 8 Logistic regression coefficients with dependent variable gateway course success (B– or greater).
Table 8 displays the results of logistic regressions of gateway course success against demographics and SAT scores.
This finding suggests that the mechanism by which this peer-cooperative learning enhanced STEM retention is by removing the mediating effect of SAT scores on students' gateway course success.
The rising tide has indeed "lifted all boats": both of these quartiles saw an average increase of one-half letter grade and approximately an 11 percentage-point increase in gateway course success rate and STEM retention rate.
Post-implementation, SAT-Math scores are no longer significant predictors of gateway course success Factor Coefficient B Significance p Odds Ratio 95% CI Pre-implementation Nagelkerke r 2 = 0.165 Demographics 0.442 0.028 1.56 1.05–2.31 SAT-Math (std).
This suggests that the significant mediating effect that SAT-Math scores had on gateway course success (and consequently on STEM retention) prior to implementation is no longer significant post-implementation.
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