Abstract
This Research Work in Progress Paper presents the comparison of the student achievement gap in online courses and traditional face-to-face courses among engineering and computer science students. The hypothesis of the work is: Online courses in Engineering and Computer Science College do not increase the achievement gap among the underserved groups compared to face-to-face courses. The analyses include the data for about 4800 students which used to evaluate the student performance in about 150,000 courses. The results indicates that there is no sign of the gender gap and low enrolment of underserved populations in online and hybrid courses compared to face-to-face courses. In fact, the data shows that the achievement gap among most underserved populations was reduced in online and hybrid courses compared to face-to-face courses for the college of Engineering and Computer Science at California State University, Sacramento between 2005 and 2017.