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Subsequent Course Performance at Florida State University 1 Cambridge International students excel in college subsequent courses College outcomes and subsequent course performance at Florida State University Katherine Chi, PhD, Data and Analytics Manager, Cambridge Assessment International Education Carla Pastorino, PhD, Senior Research Manager, Cambridge Assessment English

May 2021

Background

Since Cambridge International launched its first U.S. program in 1995, more than 70,000 Florida high school

students have participated in the Cambridge International program and progressed to a postsecondary

institution. Most Florida graduates choose t

Futures Scholarship and robust policies that ensure students receive college credit for passing the Cambridge

Advanced (International AS and A Level) exams. Student performance must be periodically evaluated to

determine if students receiving credit succeed in their subsequent courses and their overall college careers. To

that end, this paper presents findings on student performance and outcomes for Cambridge students enrolled at

Florida State University (FSU). *

Key findings

Graduation data show that 90 percent of Cambridge students enrolled at FSU graduate within 4

years. The 4-year graduation rate for Cambridge students is much higher than students who enrolled at

FSU with no credit via advanced high school programs (90 percent versus 78 percent). Cambridge Moreover, a higher percentage of Cambridge studs degrees in four years compared to peers who earned college credit via other advanced coursework programs.

This result is particularly impressive when comparing the number of FSU credits students receive from

their high school advanced courses: a higher percentage of Cambridge students are graduating on time compared to peers who receive a comparable amount of credits from other programs. Preliminary analyses suggest that these trends can be observed across some demographic groups. For example, 93 percent of Hispanic Cambridge students completed their degrees in 4 years compared to

82 percent of Hispanic students who had earned credit via other advanced programs. On average,

Hispanic Cambridge students completed their FSU

Figure 1. Comparison of graduation rates and credits earned by program for FSU cohorts enrolled from 2007 to 2017.

* This document presents initial research findings that are in preparation for future publication. Graduation rates are reported for

cohorts enrolled between 2007 and 2017. Subsequent course performance data include cohorts enrolled from 2016 to 2019.

90%96%84%96%83%93%

78%
95%
0% 50%
100%

4-Year Grad Rate6-Year Grad Rate

% Graduated

FSU Graduation Rate by Credit Program

CambridgeAPIBNone

15.7 11.2 21.2
0 10 20 30

CambridgeAPIB

FSU College Credits

Average Credits Earned by

Program

Subsequent Course Performance at Florida State University 2 Overall, 98 percent of grades achieved by Cambridge students in their subsequent FSU courses were passing grades (above a C or 2.0 GPA) compared to 91 percent for the total cohort of students. Moreover, Cambridge students tended to achieve higher grades: 73 percent of Cambridge students receiving college credit achieved an A in their subsequent course while 49 percent of the control (all students) earned an A. While the majority of students succeed in FSU subsequent courses regardless of their preparation, the data suggest that Cambridge students may be better prepared for high-level college achievement. Preliminary analyses suggest that students who score an E on their A or AS Levels continue to do well in college. Approximately 92 percent of students who scored an E on their A/AS Level went on to achieve an A or B grade in the relevant subsequent course in college. This result suggests that students scoring the minimum A/AS Level grade (E) still perform extremely well in their subsequent college courses. In six subject areas (Biology, Business, English, History, Math, and Psychology), Cambridge students

again performed well and followed a pattern of high achievement, with a higher proportion of Cambridge

students achieving A grades in all 6 subject areas compared to the control group (all students). For example, Cambridge students achieved an A grade in 65 percent of the subsequent Biology courses

compared to 45 percent for the control. This again suggests that students who received credit for their

Cambridge International AS and A Levels are well prepared for high achievement in their subsequent college courses. FSU Grade Distributions for Subsequent Courses by Subject Area

Figure 3. Grade distribution comparisons for Cambridge International (CI) students and control (all) students by subject area.

Includes cohorts who enrolled at FSU between 2016 and 2019. 45%
65%
36%
26%

0%50%100%

Control

CI

Biology

42%
46%
36%
41%

0%50%100%

Control

CI

Business

73%
81%
20% 17%

0%50%100%

Control

CI

English

41%
51%
38%
42%

0%50%100%

Control

CI

History

38%
50%
31%
28%
15% 14% 16%

0%50%100%

Control

CI

Mathematics

53%
68%
33%
27%

0%50%100%

Control

CI

Psychology

Figure 2. Grade distributions for all

subsequent courses taken by

Cambridge and control (all FSU)

students between 2016 and 2019. 73%
49%
22%
31%
11% 6% 0% 50%
100%

CambridgeControl

FSU Grade Distribution

ABCDFquotesdbs_dbs20.pdfusesText_26

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