Results of Project to Date
As the strong correlation between 1st to 2nd year attrition and failure in particular classes was the driving factor in selecting the 17 Gateway courses, we would expect increases in retention to be driven by increases in success in those Gateway classes. This is exactly what we have seen. Since implementation in fall 2012, the percentage of FTIC students that pass all of the Gateway courses that they take in their first year increased from 45% to 57% and the average number of failed Gateway courses per student decreased from .96 course to .73 course – a 24% reduction.
The 1st to 2nd Year Retention Rate has increased by 3% during the life of the Gateway Project. While seemingly a small increase, this represents an increase ten-fold greater than increases at comparable State of Florida institutions rated by Carnegie as Highest Research Activity (University of Florida, Florida State University, University of Central Florida, and University of South Florida.) Also, while the 2012 and 2015 FTIC cohorts were of similar sizes (4,365 headcount in 2012; 4,208 in 2015), there were 560 fewer failed classes in 2015 (1,780) than in 2012 (2,340), an improvement of 24%.
Course-specific results have been remarkable, and the largest increases in improved passing rates have been in Mathematics courses. For example, College Algebra had a 30% passing/70% failure rate in its baseline year, 2010, and 23% of the freshmen who failed this course dropped out. Its passing rate has increased in each subsequent year: 40%(2011), 55% (2012), 66% (2013), 66% (2014), and 69% (2015). (Note, these are passing rates only for FTIC students and differ somewhat from overall course passing rates.) While the risk of dropout from FIU for students who failed the class was constant for years, this dropped to 19% in 2016, its lowest rate to date.
The 1st to 2nd Year Retention Rate has increased by 3% during the life of the Gateway Project. While seemingly a small increase, this represents an increase ten-fold greater than increases at comparable State of Florida institutions rated by Carnegie as Highest Research Activity (University of Florida, Florida State University, University of Central Florida, and University of South Florida.) Also, while the 2012 and 2015 FTIC cohorts were of similar sizes (4,365 headcount in 2012; 4,208 in 2015), there were 560 fewer failed classes in 2015 (1,780) than in 2012 (2,340), an improvement of 24%.
Course-specific results have been remarkable, and the largest increases in improved passing rates have been in Mathematics courses. For example, College Algebra had a 30% passing/70% failure rate in its baseline year, 2010, and 23% of the freshmen who failed this course dropped out. Its passing rate has increased in each subsequent year: 40%(2011), 55% (2012), 66% (2013), 66% (2014), and 69% (2015). (Note, these are passing rates only for FTIC students and differ somewhat from overall course passing rates.) While the risk of dropout from FIU for students who failed the class was constant for years, this dropped to 19% in 2016, its lowest rate to date.
The passing rates in other face-to-face mathematics courses have increased steadily from Fall 2013 to Fall 2016: Trigonometry (28% to 56%), PreCalculus (38% to 44%), and Finite Math (46% to 77%) and Social Choice Math (44% to 82%). Likewise we have seen significant reduction in percentage of students who drop out of FIU after failing these classes as follows: Trigonometry (14% to 10%), PreCalculus (13% to 8%), and Finite Math (21% to 19%). These results can be equated to significant cost savings in that many course sections did not need to be offered (now that more students passed). In college algebra, 2317 seats were saved since start of Mastery Math Lab in Fall 2012 (compared to Fall 2010 which was the baseline for College Algebra reform). This is equivalent to more than 50 class sections. In the years since expanding to other 4 Gateway math courses, we have saved 2402 seats (Finite, Social Choice, Precalculus and Trig). Another savings of over 50 sections that need not be taught.
Another Gateway Project objective was to identify specific experiences and behaviors associated with first-year student success. Analysis & Information Management (AIM) partnered with the Center for the Advancement of Teaching to develop and analyze student surveys and to provide reports to faculty about student experiences in their gateway courses. More than 20,000 students completed surveys between Fall 2016 and Spring 2018. Results, as well as breakdowns of course passing rates by key demographic factors, were provided to faculty to help identify gender or racial disparities and support evidence-based course reform. Among the key finding: Students are more likely to succeed when courses provide opportunities for interaction and discussion; they find the instructor enthusiastic about course material; they receive enough helpful feedback; the course material seems relevant; they feel comfortable participating in class; they feel a connection to their classmates; and grading strategies incentivize engagement in learning activities.
One final objective was to engage a critical mass of institutional stakeholders. Of the roughly 250 gateway instructors per term, we have worked with about 130, or 52%; and more than 75% of the full-time gateway faculty. At the same time, we have partnered with the Gateway Department Chairs, FIU’s STEM Transformation Institute, undergraduate Learning Assistant program, Office of Analysis & Information Management, and many others units and individuals.
One final objective was to engage a critical mass of institutional stakeholders. Of the roughly 250 gateway instructors per term, we have worked with about 130, or 52%; and more than 75% of the full-time gateway faculty. At the same time, we have partnered with the Gateway Department Chairs, FIU’s STEM Transformation Institute, undergraduate Learning Assistant program, Office of Analysis & Information Management, and many others units and individuals.