Examining the Link Between Prior Achievement in Secondary Education and Performance in College: Using Data from Pre-university Physics Courses

Abstract

We are in the midst of an international movement that has emphasized the importance of and promoted science, technology, engineering, and mathematics (STEM) education and opportunities. Emergent concerns in contemporary research on STEM education include the relationship of prior achievement in secondary education to performance in college-level or pre-university STEM programs. The goal of this study was to examine the relationship of prior achievement (i.e., high school GPA) to performance in a pre-university physics program using data from 9877 students at one college institution from fall 2009 to winter 2015. Findings indicate that prior achievement (high school average) is closely linked to college performance (physics course performance and overall college R score). Yet, advanced physics courses continue to show high attrition rates, indicating that prior performance in secondary education may offer an initial selection threshold, but does not predict continuance in the physics program. Policies for boosting student success in physics program ought to address higher failure rates of introductory courses, but it will remain necessary to address high attrition rates among otherwise successful (i.e., high GPA) students.