Kinks in the STEM Pipeline: Tracking STEM Graduation Rates Using Science and Mathematics Performance

Autor/inn/en	Redmond-Sanogo, Adrienne; Angle, Julie; Davis, Evan
Titel	Kinks in the STEM Pipeline: Tracking STEM Graduation Rates Using Science and Mathematics Performance
Quelle	In: School Science and Mathematics, 116 (2016) 7, S.378-388 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12195
Schlagwörter	STEM Education; Secondary School Curriculum; High Schools; Predictor Variables; Courses; Majors (Students); Grades (Scholastic); College Students; Standardized Tests; Scores; Grade Point Average; Gender Differences; Racial Differences; Ethnic Groups; Statistical Analysis; Correlation; Course Selection (Students); Calculus; Physics; Chemistry; Success + Suchen Sie Ihr Suchwort? STEM; High school; Oberschule; Prädiktor; Kursangebot; Notenspiegel; Collegestudent; Standadised tests; Standardisierter Test; Geschlechterkonflikt; Rassenunterschied; Ethnie; Statistische Analyse; Korrelation; Course selection; Student; Students; Kurswahl; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Physik; Chemie; Erfolg
Abstract	In an effort to maintain the global competitiveness of the United States, ensuring a strong Science, Technology, Engineering and Mathematics (STEM) workforce is essential. The purpose of this study was to identify high school courses that serve as predictors of success in college level gatekeeper courses, which in turn led to the successful completion of STEM degrees. Using a purposive sample of 893 students who had declared a STEM major between the fall of 2006 and the spring of 2008, data were collected on students' high school grades, college grades, national test scores, grade point average, gender, and ethnicity. Using analysis of variance, correlations, multiple discriminant function analysis, and multiple regression models we found that high school calculus, physics, and chemistry (respectively) were predictors of success in STEM gatekeeper college courses. Then using those courses, we constructed a predictive model of STEM degree completion. The implications of this study highlight and reinforce the importance of providing rigorous mathematics and science courses at the high school level, as well as provide some evidence of a potential mediated model of the relationship between high school performance, college performance, and graduating with a STEM degree. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01