TABLE 4.

Linear mixed-effects model for the percent correct on the TOSLS, fixed effects for standardized SAT math scores, standardized SAT reading scores, previous term GPA, class level, STEM major status, gender, URM status, and random effects for each of the 8 science classes^a

Variable name	Coefficient	SE	t value	p value
(Intercept)	51.2047	3.6079	14.1922	0.0000
Standardized SAT math	2.3421	0.6426	3.6447	0.0003
Standardized SAT reading	7.7210	0.5913	13.0566	0.0000
GPA	3.7565	1.0765	3.4895	0.0005
Freshman
Sophomore	0.2869	1.3377	0.2145	0.8302
Junior	5.2666	1.8356	2.8692	0.0042
Senior	5.5454	1.7431	3.1814	0.0015
Non–STEM major
STEM major	2.9113	1.1758	2.4760	0.0135
Male
Female	−1.3656	1.0817	−1.2625	0.2072
Non-URM
URM	−0.0779	1.1771	−0.0662	0.9472

^aEach of the categorical variables is compared with a specific reference group; the class standing groups (sophomore, junior, and senior groups) were compared with the freshman reference group, students with a STEM major were compared with the non–STEM student reference group, females were compared with the male reference group, and URM students were compared with the non-URM student reference group. SAT scores were standardized such that the units were in terms of SD. Standardized SAT math scores, standardized SAT reading scores, previous term GPA, junior students compared with freshman students, senior students compared with the freshman students, and STEM compared with non-STEM were all significant predictors of the percent correct on the TOSLS.