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Predicting Early College Success in the CNMI: Academic Preparation, Academic Achievement, and Intrapersonal Competencies

Region:
Pacific
Abstract:

Description: Students who graduate from the Commonwealth of the Northern Mariana Islands (CNMI) Public School System are likely to be placed in at least one non-credit-bearing developmental course upon enrollment at Northern Marianas College (NMC), with 80% of students placing into developmental English courses, and 92% into developmental math courses (Herman, Scanlan, & Carreon, 2017). The high percentage of CNMI students placed in developmental courses in their first year at NMC suggests that most students who graduate from public high schools in the CNMI are not college-ready.

One approach to increasing the number of students who graduate from high school prepared for college is to identify pre-college academic preparation, academic achievement, and intrapersonal competencies that predict whether a student will experience early college success so that educators and policymakers can work to influence those factors during high school. This study will examine the relationships between high school academic preparation, high school academic achievement, intrapersonal competencies, and the outcome of interest: early college success. Early college success in this study is defined as placement in credit-bearing courses in the first semester, earning all attempted credits in the first semester, first-year grade point average (GPA), and persistence to the second semester of college.

Herman, P., Scanlan, S., & Carreon, D. (2017). Comparing enrollment, characteristics, and academic outcomes of students in developmental courses and those in credit-bearing courses at Northern Marianas College (REL 2017–269). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Pacific. Retrieved from http://ies.ed.gov/ncee/edlabs

Research Questions:

  1. Among students who attend CNMI high schools, which measures of intrapersonal competencies are statistically significant predictors of high school academic preparation and high school academic achievement?
  2. Among graduates of CNMI high schools who matriculate to Northern Marianas College, which high school academic preparation, high school academic achievement, and measures of intrapersonal competencies are statistically significant predictors of early college success?
  3. Among graduates of CNMI high schools who matriculate to Northern Marianas College, how much more of the variance in early college success do the measures of intrapersonal competencies explain after accounting for measures of high school academic preparation and high school academic achievement?

Study Design: The first research question will be answered through a series of regression models that estimate the associations between measures of intrapersonal competencies and indicators of high school academic preparation and high school academic achievement.

The second research question will be answered through a series of regression models that estimate the associations between measures of early college success and indicators of high school academic preparation, high school academic achievement, and intrapersonal competencies.

The third research question will be answered through stepwise regression to determine how much more of the variance in the early college success is explained by the inclusion of measures of intrapersonal competencies, after controlling for high school academic preparation and high school academic achievement.

Projected Release Date: Late 2020

Partnership or Research Alliance: CNMI Alliance for College and Career Readiness

Study Related Products: Making Connections report
Stated Briefly report

Principal Investigators & Affiliation:
Anna Nicotera, Basis Policy Research
David Stuit, Basis Policy Research
Marisa Crowder, REL Pacific at McREL