The role of entry exams on higher education: a case study on reforming qualifier exam policies to improve student success while maintaining program quality

• Published in: Journal of applied research in higher education 2021-12, Vol.13 (5), p.1344-1356
• Main Authors: Basavaraj, Prateek, Sedghi, Mahlagha, Garibay, Ivan, Ozmen Garibay, Ozlem, Guha, Arup Ratan
• Format: Article
• Language: English
• Subjects: Academic Achievement; Accreditation; Admission Criteria; College Entrance Examinations; Colleges & universities; Computer engineering; Computer science; Computer Science Education; Core curriculum; Educational Quality; Electrical engineering; Enrollments; Grade Point Average; Graduation Rate; Higher education; Mechanical engineering; Outcomes of Education; School dropouts; School Policy; Standardized Tests; Student retention; Success; Time to Degree; Undergraduate Students
• ISSN: 2050-7003; 1758-1184
• DOI: 10.1108/JARHE-03-2020-0061

PurposeSome degree programs in colleges and universities utilize entrance exams to ensure that students pursuing a given degree have mastered foundational concepts needed for that program. However, often these exams become a barrier to student success. The purpose of this study is to discuss the impact of policies governing an undergraduate Computer Science (CS) entry/qualifying exam at a large public university in the United States on overall student success in the program. This case study focuses on whether reforming program policies impacts students' time-to-degree, graduation and mastery in CS core skills.Design/methodology/approachThis case study describes how the CS student success was improved by updating program policies based on institutional data and the input of course instructors. The policy changes include introducing a maximum limit to attempt the exam, changing the exam requirements as well as the structure of the exam itself.FindingsThe pass rates of students taking this qualifying exam were significantly and consistently low over the years. Students who were potentially a better fit for programs other than CS delayed their start in those other programs by taking and failing to pass the CS qualifying exam multiple times. As a result of implementing new CS program policies, many more students attempted the exam at an appropriate time. Also, they graduated on time in the years 2016–2018.Originality/valueThis paper presents a case study in which the graduation rates and time to degree of a CS program with a qualifying exam were improved after a policy intervention. The results demonstrate that simple policy changes can improve student success. Findings from this study may guide other programs with similar characteristics to improve their student success.