TABLE 5.

Linear mixed-effects model for the percent correct for category 1 and category 2 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 eight science classes^a

	Variable name	Coefficient	SE	t value	p value
Category 1	(Intercept)	51.3468	4.2295	12.1401	0.0000
	Standardized SAT math	−1.2692	0.7483	−1.6961	0.0903
	Standardized SAT reading	9.1109	0.6885	13.2321	0.0000
	GPA	3.9716	1.2540	3.1672	0.0016
	Freshman
	Sophomore	−0.6465	1.5627	−0.4137	0.6792
	Junior	6.8018	2.1485	3.1658	0.0016
	Senior	5.6293	2.0461	2.7513	0.0061
	Non–STEM major
	STEM major	2.1636	1.3732	1.5756	0.1156
	Male
	Female	−1.9072	1.2597	−1.5141	0.1304
	Non-URM
	URM	−0.2065	1.3705	−0.1507	0.8803
Category 2	(Intercept)	50.9778	4.1071	12.4121	0.0000
	Standardized SAT math	5.9712	0.7526	7.9340	0.0000
	Standardized SAT reading	6.3583	0.6927	9.1794	0.0000
	GPA	3.5503	1.2574	2.8235	0.0049
	Freshman
	Sophomore	0.8878	1.5292	0.5806	0.5617
	Junior	3.6605	2.0772	1.7622	0.0785
	Senior	5.6068	1.9348	2.8978	0.0039
	Non–STEM major
	STEM major	3.7741	1.3482	2.7994	0.0053
	Male
	Female	−0.8156	1.2660	−0.6442	0.5196
	Non-URM
	URM	0.1047	1.3802	0.0759	0.9395

^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, and STEM compared with non-STEM were all significant predictors of the percent correct for category 1 on the TOSLS. Standardized SAT math scores, standardized SAT reading scores, previous term GPA, junior students compared with freshman students, and senior students compared with the freshman students, were all significant predictors of the percent correct for category 2 on the TOSLS.