This paper will report on the outcomes for international students from two different cohorts, undertaking equivalent courses. The two streams are differentiated by their course entry standards. The entry level for one stream is an academic ENTER score of 68 and an IELTS language score of 5.5 and for the other an academic ENTER score of 80 with an IELTS language score of 6.0 was needed. Each of these two cohorts' is taught in a different manner. The two cohorts of students have been tracked over a period of years and their educational outcomes compared. The tracking indicates that the student cohort with the lower entry level has achieved similar outcomes to that with the higher entry level. Can it be concluded that the similarity in outcomes can be attributed to teaching methodology?
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education