Student Success in First-Year University Physics and Mathematics Courses: Does the high-school attended make a difference?

Abstract

This paper considers school factors that contribute to a successful transition from high school to first-year university Physics courses at the University of British Columbia by employing a two-level hierarchical model. It is assumed that there is a relationship between student performance and the high school they graduated from. It is shown that school location and type affect student performance: students from public schools in the Metro Vancouver area perform better in first year compared to students from independent schools and schools in distant communities. The study also considers rankings of schools based on student performance in first-year university Physics and Calculus courses. These university-based rankings differ significantly (essentially in reverse order) from the well-known Fraser Institute rankings based on measures internal to high schools.

Keywords:

• University Transition
• Performance Gap
• School Effectiveness
• School Ranking

Notes

All students considered in this study started off with a more or less common minimum level of preparation in the subject matter since provincial exams were required.

The 2001 census indicators are based on school headcounts and the home postal codes of students attending each school (data provided by the BC Ministry of Education).

We examine Vancouver West and East separately because we noticed differences in UBC performance over time.

Same result is obtained without controlling for high-school physics grades and for school-level variables.