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

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

Potential Achievement Gap Variables to Analyze

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.  

University of California, Berkeley

University of Michigan - Ann Arbor

- Race
- Gender
- Income
- Language
- Disability
- Parent Education Level
- Nationality
- Technology
- Traditional
- Cultural differences
- The Impact of Coronavirus

Types of Achievement Gaps in Education

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

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

Persistent and significant gaps in academic performance and/or educational attainment between white and minority students.

Race Achievement Gap

Persistent and significant gaps in academic performance and/or educational attainment between high- and low-income students.

Income Achievement Gap

Persistent and significant gaps in academic performance and/or educational attainment between non-disabled and disabled students.

Disability Achievement Gap

Persistent and significant gaps in academic performance and/or educational attainment between students with parents with high educational attainment and students with parents with low educational attainment. 

Parent Education Level Achievement Gap

Persistent and significant gaps in academic performance and/or educational attainment between domestic and international students. 

Nationality Achievement Gap

-  1) Which variables should we use in our analysis? Why?
-  2) What types of achievement gap can we study? Why?
-  3) How should we define each type of achievement gap based on the available data and how it's defined in the literature?
-  4) Why does it matter to study the effect of the pandemic on that achievement gap? and what do you hypothesize of the effect of the pandemic on that achievement gap? Why? Please find and cite supporting literature.

Time to Innovate: Discussion and Ideas for the Achievement Gap Research Question

Traditional vs Nontraditional Students

Persistent and significant gaps in academic performance and/or educational attainment between male and female students.

Gender Gap in Education

Difference of students' performances from different culture.

Cultural differences achievement gap

Persistent and significant gaps in academic performance and/or educational attainment between native English-speaking students and ESL/ELL students.

Language Gap in Education

- Discuss  the differences in educational achievement levels between African Americans, Afro-Caribbean, and African students within the USA
- Cultural differences and parental involvement factors as the potential reasons

Cultural, Ethnic Differences, Parental Involvem Differences, and Educational Achievement of African Heritage Students: Towards Employing a Culturally Sensitive Curriculum in K-12 Classrooms,
a Literature Review

- Academics
- Achievement Gap
- Nutritional Health

The Impact of Coronavirus

- Social identity threat is a process that occurs when a person’s view of themselves is at threat due to being a member of a group that is marginalized in the context they find themselves in. The context is key as a group may be marginalized in one context but not in another.
- Demographic composition is especially important for marginalized groups as a low number of members of their group can signal social identity threat.
- Schools are a place where social identity threat is likely to emerge, especially if there is a preconceived notion of race and achievement. 
- Social identity threat has been shown to affect students’ performance as seen through stereotype threat (a subset of social identity threat).

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