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Using throughput metrics linked to placement and first enrollment, the appendix details data sources, cohort definitions, course typology, and multivariate modeling results, along with limitations and references.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Appendices  \nFebruary 2024  \nIn partnership with  \nTable of Contents  \nINTRODUCTION ......................................................................................................................3  \nAPPENDIX A: METHODS ........................................................................................................... 3  \nData Source ............................................................................................................................................3  \nThe Outcome Variable Throughput .......................................................................................................3  \nCohort .....................................................................................................................................................4  \nCommunity College Major......................................................................................................................4  \nCommunity College Math Typology ......................................................................................................4  \nSTEM Calculus 1 Course Definition ........................................................................................................5  \nHigh School Performance Data..............................................................................................................5  \nCategories of Math Courses in High School...........................................................................................6  \nDifferences Between This Study’s Cohort and Throughput Dashboard ..............................................7  \nAPPENDIX B: MULTIVARIATE ANALYSES .................................................................................... 7  \nMultivariate Logistic Regression ............................................................................................................7  \nConfirmatory Tree Model ..................................................................................................................... 16  \nFindings from the Multivariate Analyses ............................................................................................. 19  \nDiscussion ............................................................................................................................................. 19  \nLimitations ............................................................................................................................................ 19  \nREFERENCES ........................................................................................................................ 20  \nIntroduction  \nThis technical appendix accompanies the report, Preparatory Pathways and STEM Calculus Completion: Implications of the AB 1705 Standards. The appendices contain a full methods section and multivariate analyses that augment the descriptive analyses presented in the report.  \nTogether, these analyses examined a cohort of more than 37,000 STEM majors who began in a transfer-level course in a calculus pathway at a California community college between 2012-2013 and 2019-2020 to determine – based on their high school math preparation and high school GPA – the implications of AB 1705 standards in practice. The law sets standards for students’ placement and first math enrollment to ensure STEM students begin in transfer-level coursework that best positions them to complete calculus requirements for their programs.  \nAppendix A: Methods  \nData Source  \nData were obtained from the California Partnership for Achieving Student Success (CalPASS) data system with technical assistance from Education Results Partnership (ERP) who manage the system. The CalPASS data system contains anonymous student-level data from participating K-12 and postsecondary institutions including the Chancellor’s Office Management Information System (COMIS) data sets and allows research","cbCairkV2coRvrB8","https://ap.wps.com/l/cbCairkV2coRvrB8","pdf",4001722,"English","# Introduction\n# Appendix A: Methods\n## Data Source\n## The Outcome Variable Throughput\n## Cohort\n## Community College Major\n## Community College Math Typology\n## STEM Calculus 1 Course Definition\n## High School Performance Data\n## Categories of Math Courses in High School\n## Differences Between This Study’s Cohort and Throughput Dashboard\n# Appendix B: Multivariate Analyses\n## Multivariate Logistic Regression\n## Confirmatory Tree Model\n## Findings from the Multivariate Analyses\n## Discussion\n## Limitations\n# References","[{\"question\":\"What is the purpose of these technical appendices?\",\"answer\":\"They provide a full methods section and multivariate analyses that augment the descriptive analyses in the main report on AB 1705’s implications for STEM calculus completion.\"},{\"question\":\"How is the throughput outcome defined in the analyses?\",\"answer\":\"Throughput measures the rate of successful calculus completions, specifically STEM Calculus 1 and STEM Calculus 2 throughput, based on students who start in a specified calculus pathway course.\"},{\"question\":\"What timeframe is used to track calculus completion?\",\"answer\":\"The appendix tracks STEM Calculus 1 completion within two years and Calculus 2 completion within three years from each student’s initial math enrollment to accommodate longer calculus pathways at many colleges.\"}]","Preparatory Pathways and STEM Calculus Completion - Technical Appendices | PDF",1792059984]