WIP: Study of Student Success and Retention based on Initial Math Placement

This work-in-progress (WIP) paper details a study of engineering student success and retention based on initial math placement. Many engineering programs' four-year plans of study are based on first-semester placement in a Calculus math class. This makes math placement a critical determinant for a student's ability to graduate in four years. Post-COVID, the math readiness of graduating high school students has been declining, resulting in more first-year engineering students being placed in pre-calculus math classes. Gonzaga University’s School of Engineering and Applied Science was experiencing a similar rise in pre-calculus math placement. Readily available institutional data showed a decrease in student retention based on math placement, but it was unclear whether student success or concerns about the time to graduation were likely factors in the reduction of retention rates. Mitigation measures would differ depending on whether students were encountering lower academic success or concerns about the time and financial implications of taking longer to graduate. This led the School of Engineering and Applied Science to look deeper into student indicators based on initial math placement. These indicators included retention in engineering, four-and six-year graduation rates, and success in early math, science, and engineering courses. Data from first-year students entering engineering programs at Gonzaga University from 2012-2024 were analyzed. Data for each student included initial math course placement, scores on the ALEKS math placement exam, grades earned in typical math, science, and engineering courses, and graduating major and time to degree where available. The study was a collaborative effort between the engineering Dean's office and faculty from the math and science departments. The results of this study will be used to develop student programs aimed at mitigating the effects of pre-calculus math placement on their students.