This study investigates Western Governors University's systematic approach to integrating equity principles into its competency-based education model. As institutions of higher learning grapple with achievement gaps across diverse student populations, WGU's data-driven methodology provides valuable insights into identifying and addressing these gaps. Across ~30,000 students in 30 courses (32 different assessments) from January 1, 2023, to January 1, 2024, we applied item response theory residual DIF with iterative purification. Five assessments (ranging from 2% to 10% of items) were statistically flagged for DIF; none were confirmed as content-biased through expert review. Results demonstrate that while assessment bias constitutes one potential factor in performance discrepancies, a more comprehensive approach is necessary to address educational inequities. When DIF analysis revealed no assessment bias, the investigation expanded to other potential contributors, including learning resource bias, student readiness measures, and faculty intervention strategies. The study highlights WGU's multifaceted interventions, including AI-generated personalized learning activities, the Quality Interaction Measure for faculty feedback, and peer-moderated training designed to create more equitable learning environments. Beyond course-level interventions, we propose a multi-stage support system spanning the entire student journey, beginning with first-term readiness indicators and continuing through program-level mentorship. Concluding remarks suggest that institutions can effectively dismantle systemic barriers to equity by conducting comprehensive evaluations of institutional practices, establishing mentorship programs, and consistently evaluating outcomes through key performance indicators.
Gyll et al. (Tue,) studied this question.
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