Abstract
The level and pace of introductory physics is often targeted towards the better prepared students; adjusting the course level to better match the preparation of less prepared students might improve their performance while having minimal impact on the learning of the best prepared.
Highlights
Physics education researchers have made great progress in finding teaching methods that result in improvements in student learning when looking at class averages [1,2,3,4]
The coefficients of demographic status in this regression analysis give an estimate of demographic gaps when controlling for incoming preparation as measured by math SAT or ACT and concept inventory (CI) prescore
The teal columns show the size of this coefficient in the model when math SAT or ACT scores are added to the model [second row of parts (a), (b), and (c) in Table II], and the yellow
Summary
Physics education researchers have made great progress in finding teaching methods that result in improvements in student learning when looking at class averages [1,2,3,4]. A recent and growing focus has been to go beyond averages and overall normalized gains to look at how teaching methods impact different students in different ways [5,6,7,8,9]. This is an important step in finding how to best serve the different student subpopulations in our classes, including providing inclusive learning environments for historically underrepresented demographic populations in science, technology, engineering, and math (STEM) fields.
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