TABLE 6.
Relationship between student enrollment and math prerequisitea
| A. Total number of studentsb | B. Proportion PEER of total enrolledc | |
|---|---|---|
| Intercept | 115.667 (7.316) | 24.859 (1.547) |
| Before Prereq (ref: After Prereq) | 28.733 (10.825) | −12.859 (2.203) |
| Intro Chem (ref: Intro Bio) | 24.667 (6.872) | −2.539 (1.766) |
| Whole College (ref: Intro Bio) | −2.530 (1.313) | |
| Before Prereq: Intro Chem | −33.467 (10.193) | 4.589 (2.552) |
| Before Prereq: Whole College | 6.536 (1.839) |
aQuantitative effects showing the correlation between total number of students enrolled in Intro Bio and Intro Chem before and after the prereq was instituted (A) and the correlation between proportion of the student population who identify as PEER students in Intro Bio, Intro Chem, and the College (B). Gray cells indicate that this contrast was not made. Effects from best-fitting multilevel linear, which include varying intercept for year. Standard error of the estimate reported in parentheses. (Note that backward model selection was performed using AICc to identify the best-fitting model so p values are not reported, nor should they be interpreted; Burnham and Anderson, 2002; Theobald, 2018.)
bThe total number of students enrolled in Intro Bio was lower after the prereq was instituted, and this negative effect was not observed in Intro Chem across the same time period.
cThe proportion of enrolled students who were PEER students was higher for all three populations (Intro Bio, Intro Chem, and the college) after the prereq was instituted. This increase in proportion PEER students from pre to post was largest in Intro Bio.