发展教育与6年制学位完成之间的关联：STEM和非STEM专业的比较

Investment Rating - The report does not explicitly provide an investment rating for the industry Core Insights - The study investigates the association between developmental education and 6-year degree completion, focusing on differences between STEM and non-STEM majors [1][3] - Developmental courses are linked to lower likelihood of completing a degree within 6 years, with an odds ratio of 0.71 indicating that students enrolled in these courses are less likely to graduate compared to those who are not [17][26] - The impact of developmental education does not significantly differ between STEM and non-STEM majors, suggesting that both groups face similar challenges regarding degree completion [26][27] Summary by Sections Introduction - Degree completion within 6 years is a critical concern, with developmental education aimed at supporting underprepared students [1] - Mixed findings exist regarding the effectiveness of developmental courses in promoting degree attainment [1][2] Methodology - The study analyzed a sample of 10,229 students from a southern state, primarily consisting of White, female, non-STEM majors who had not taken developmental courses [6][8] - Key demographic factors such as gender, race/ethnicity, and family income were examined to understand their moderating effects on degree completion [3][9] Findings - Students taking developmental courses had lower high school GPAs, ACT scores, and first-year college GPAs, leading to lower persistence and degree completion rates [6][10] - The odds ratio for students taking developmental courses was 0.71, indicating a reduced likelihood of graduating within 6 years [17][26] - No significant three-way interactions were found between demographic factors and developmental course enrollment, suggesting uniform outcomes across different demographic groups [24][27] Implications - The findings suggest a need for higher education institutions to reconsider the structure and placement of developmental courses to better support diverse student populations [4][5][28] - Institutions should explore alternative support mechanisms to enhance the effectiveness of developmental courses and improve graduation rates [28]