- race
- income
- parent education/status
- living situation
- disability 
- sexual orientation
- enrollment status
- citizenship
- place of origin (state, school)


Achievement Gaps Present in Traditional vs. Nontraditional Students

The report that discusses students in the University of Michigan, Ann Arbor defines the category of traditional students (the "majority") with aspects based on a 2015 study of the student population:

- primarily of Caucasian ethnicity
- affluent background
- resides on-campus
- able-bodied (without disability)
- heterosexual

University of California, Berkeley

This paper compares students who are considered traditional against nontraditional students in terms of academic success. The summary and results note that nontraditional students tend to struggle with their GPA and completion of college, especially if they represent more aspects that are considered against the norm of the college student population.  

Traditional vs Nontraditional Students

Nontraditional Undergraduate Student Data Analysis 2019 CEW+ Report (Sornum, 2019).

Identifying and serving nontraditional students at the University of Michigan, Ann Arbor Campus

Traditional Students in College

In trying to define nontraditional students as part of their research study, the report notes that there are many potential definitions of what could be considered nontraditional. Aspects of what could be considered nontraditional can also intersect and pose challenges for the student's academic success (i.e. low-income African American students vs. high-income African American students; the latter tend to have higher GPAs). 

Nontraditional Students in College

The research study looks at the GPAs of both traditional and nontraditional students at the University of Michigan at different points in time. According to the preliminary findings:

- nontraditional students tend to do worse compared to an average student (or traditional student)
- students who are considered to have several nontraditional markers (i.e. ethnicity, SES, etc.) are more likely to do worse in classes

Results of Study- Traditional vs Nontraditional Students

The report on students at the University of Michigan also looked at transfer students, who fit the category of nontraditional students. Results indicated:

- transfer students who also have several other nontraditional markers (i.e. veteran students, first-generation students, etc.) are more likely to have a lower GPA/underperform
- transfer students who come in after their sophomore year are considered to be more at risk in underperforming compared to transfer students who came in after their freshman year

Results of Study- Nontraditional Transfer Students

These variable are from the Variables names and Labels spreadsheet linked in Microsoft Teams:
- student's academic load 
- level of student's primary career (Undergraduate, Graduate, Graduate-Professional, - - Academic Outreach)
- cumulative GPA at end of term
- GPA for the term
- entry type to a specific academic program (continuing; freshmen; transfer)
- estimated gross family income
- the maximum education level of student's parents
- Self-identified race
- student's citizen status 
- gender
- international student
- English language learner level
- first degree earned
- academic level of student's progression toward a degree at the end of a term
- First generation student
- Student change in majors
- how big is students social group
- Is student bilingual
- time it takes to graduate
- student engagement

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