  The recent simulation-based inference (SBI) movement in algebra-based
introductory statistics courses (Stat 101) has provided preliminary evidence of
improved student conceptual understanding and retention. However, little is
known about whether these positive effects are preferentially distributed
across types of students entering the course. We consider how two metrics of
Stat 101 student preparation (pre-course performance on concept inventory and
math ACT score) may or may not be associated with end of course student
performance on conceptual inventories. Students across all preparation levels
tended to show improvement in Stat 101, but more improvement was observed
across all student preparation levels in early versions of a SBI course.
Furthermore, students' gains tended to be similar regardless of whether
students entered the course with more preparation or less. Recent data on a
sample of students using a current version of an SBI course showed similar
results, though direct comparison with non-SBI students was not possible.
Overall, our analysis provides additional evidence that SBI curricula are
effective at improving students' conceptual understanding of statistical ideas
post-course regardless student preparation. Further work is needed to better
understand nuances of student improvement based on other student demographics,
prior coursework, as well as instructor and institutional variables.
