Internet Learning Volume 6, Number 1, Spring 2017/Summer 2017 | Page 13

Internet Learning
Table 1. Common Input Variables Explicitly Defined by PAR Researchers
Student
Course
Course catalog Lookup tables Student
Student
demographics
information
financials
academic
progress
FAFSA on
Current major/
Gender Course location Subject Credentials offered
Course enrollment
file
FAFSA file
CIP
Earned
Race Subject Course number
periods
date
Pell
credential/CIP
received/
Prior credits Course number Subject (long) Student types
awarded
Zip code Section Course title Instructor status Pell date
High school
Course
information
Start/end date
description
Delivery modes
Initial grade/final
Transfer GPA
grade Credit range Grade codes
Student type
Delivery mode
Institution
characteristics
Instructor status
Course credit
tion, completed developmental education
courses, and credit ratio, a progression
measure consisting of the number
of credits successfully completed divided
by the number of credits attempted.
The negative predictors included withdrawals
and a low number of credits attempted.
Finally, the predictors that varied
from positive to negative depending
on institution included: Pell grant eligibility
(low income), enrollment in
developmental education courses, age,
fully online status, and race.
Student Success Matrix
Building on these findings, the
data scientists worked with educational
practitioners (i.e. implementers)
to move the innovative findings
from theoretical information to a
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