BSTEM View Methodology and Definitions

Methodology

Successful Transfer-Level Math Completion Rates by Math Pathway (BSTEM)

Students in this view are selected if their first attempted transfer-level math course was part of the BSTEM sequence (College Algebra, Finite Math, Trigonometry, Pre-Calculus, Applied Calculus, or Calculus 1). The sample was then assigned into STEM and Business pathways based on their declared major. The completion rate is the percentage of students in a given cohort (e.g., 2013-2014, 2014-2015, 2015-2016, etc.) who successfully completed Applied Calculus or equivalent, Calculus 1, or Calculus 2 within the specified timeframe (e.g., one year, two years, three years). The cohort and timeframe are defined by the student’s first transfer-level math course. The cohort and timeframe definitions are therefore different than in the other views. The cohort and timeframe start at the first transfer level math course (not the first math course as in the other views). This view also excludes students who begin math below transfer-level but never enrolled in a BSTEM transfer-level math course.

Successful Transfer-Level Completion Counts

Successful completions include A, B, C (including +/- grades where allowable), P, and CR grades, as well as incomplete grades equivalent to a passing grade (e.g., IA, IB, IC, IPP). Enrollments with grade codes of ID, IF, XX, DR, MW, RD, UD, UG, RD0, RD1, RD2, RD3, RD4, RD5, RD6, RD8, IX, INP and IP were not included in the analysis, as they do not represent valid enrollments or letter grades. Non-successful completions were defined as letter grades F, D (including +/- grades where allowable), W, EW, and NP (see COMIS for definitions of letter grades). 

Definitions/Filters

Selected Timeframe

The timeframe in which the outcomes will be tracked.

College

Students are included in the college cohort where they first enroll in transfer-level math and tracked across colleges. Completion is attributed to the starting college. For example, if a student’s first transfer-level math course is Precalculus at College A but the student later takes Calculus at College B, the throughput calculation for College A includes this student. The “Statewide” option aggregates this information across all colleges in the system.

Timeframe

Cohorts can be tracked for one, two, or three years. The one-year timeframe includes students who completed a transfer-level class within one year (365 days) of their initial math attempt. Two- and three-year timeframes extend this logic for two or three years.

Based on the year selected and the duration of the timeframe, cohorts are shaded a different color if the timeframe is not fully observed in the data. Cohorts that are not fully observed might end up with higher throughput rates than displayed as students continue to achieve the outcome over the chosen period.

Pathway

Students are classified as part of the BSTEM pathway if their first attempted transfer-level math course was part of the BSTEM sequence (College Algebra, Finite Math, Trigonometry, Pre-Calculus, Applied Calculus, or Calculus 1). The sample was then assigned into STEM and Business pathways based on their declared major. 

Major

Majors were identified as those reported by each college to the COMIS upon matriculation and completion of an educational plan (SMO2).

STEM majors requiring Calculus 1 were identified using the C-ID Transfer Model Curricula as programs that require completion of at least a first-level STEM Calculus course and include: Biological and Physical Sciences and Mathematics (Top Code: 4902.00), Biology, General (0401.00), Chemistry (1905.00), Computer Programming (0707.10), Computer Science (Transfer) (0706.00), Computer Software Development (0707.00), Engineering, General (Transfer) (0901.00), Geology (1914.00), Mathematics, General (1701.00), Physics, General (1902.00). Business majors include all other majors outside of those identified as STEM.

First Transfer-Level Course

This filter is the name of the first attempted transfer-level course. The first transfer-level course (FTLC) defines a subset of students in the chosen mathematics pathway that will be used in the throughput calculation. The FTLC options include College Algebra, Finite Math, Trigonometry, Precalculus, Applied Calculus, and Calculus 1. 

Outcome

Users can select the desired outcome based on the BSTEM Major: Business Major or STEM Major. When selecting Business Major, users must then select Applied Calculus or equivalent under “Outcome”. When selecting STEM Major, users have the option of selecting Calculus 1 or Calculus 2 under “Outcome”.

Calculus 1 is defined as the first Calculus course required for STEM majors. Calculus 1 is equivalent to C-ID Math 210 Single Variable Calculus 1 Early Transcendentals, Math 211 Single Variable Calculus 1 Late Transcendentals, or the first half of a Math 900S Single Variable Calculus Sequence.

Applied Calculus is equivalent to Math 140 Business Calculus.

Calculus 2 is a course certified by the C-ID as equivalent to Math 220 Single Variable Calculus 2 Early Transcendentals, Math 221 Single Variable Calculus 1 Late Transcendentals, or the second half of a Math 900S Single Variable Calculus Sequence. See c-id.net Final Descriptors for full course descriptions.

Disaggregation

This filter allows users to select different student variables to determine the presence of disproportionate impact (see Methodology above). Only student variables available in the COMIS system may be reported in the dashboard. Based on the student variable selected, a set of included subgroups will appear. If disproportionate impact is present for a subgroup, a circle will appear in the visualization around the specific data point. See an outline of student variables below.

Note: Enrollment in programs (i.e., dual enrollment, DSPS, EOPS, veterans, or foster youth) were included as enrolled in the program if enrollment occurred at any point within the timeframe of the data file. Enrollment in the program did not have to take place at the time of enrollment in a math or English course.