The Role of Academic Preparation and Interest on STEM Success. ACT Research Report Series

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Autor/inn/en	Radunzel, Justine; Mattern, Krista; Westrick, Paul
Institution	ACT, Inc.
Titel	The Role of Academic Preparation and Interest on STEM Success. ACT Research Report Series
Quelle	(2016), (56 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	STEM Education; Majors (Students); College Preparation; Academic Persistence; Academic Degrees; Student Characteristics; Scores; Standardized Tests; College Readiness; Vocational Interests; Careers; High School Students; Grade Point Average; Time to Degree; Regression (Statistics); Student Interests; College Entrance Examinations; Interest Inventories; Statistical Analysis; ACT Assessment; ACT Interest Inventory + Suchen Sie Ihr Suchwort? STEM; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss; Standadised tests; Standardisierter Test; Berufsinteresse; Career; Karriere; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Regression; Regressionsanalyse; Studieninteresse; Aufnahmeprüfung; Interest profile; Interessenprofil; Statistische Analyse; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Research has shown that science, technology, engineering, and mathematics (STEM) majors who are more academically prepared--especially in terms of their mathematics and science test scores--are more likely to be successful across a variety of outcomes: cumulative grade point average (GPA), persistence in a STEM major, and ultimately earning a STEM degree. Research also shows, however, that many highly prepared STEM majors do not end up earning a STEM degree; likewise, some less academically prepared STEM majors persist and graduate with a STEM degree. These findings are consistent with a growing understanding that educational success is a product of a variety of cognitive and noncognitive factors. This study sought to identify student characteristics that, in addition to test scores, can be used to identify STEM majors who are likely to persist and ultimately complete a STEM degree. The study examined the relationship between students' chances of long-term success in college and their academic preparation and achievement, their expressed and measured interests in STEM, and their demographic characteristics. Data on background characteristics, academic readiness for college, career-related interests, and college outcomes were obtained for nearly 76,000 STEM majors who enrolled as first-time entering students in fall 2005 through 2009 at 85 two- and four-year institutions. Academic readiness indicators included ACT® test scores, high school coursework, and grades earned. Students' interests in STEM fields were measured using their ACT Interest Inventory scores and their expressed major preference. Outcomes included annual cumulative GPA, persistence in a STEM-related field, and degree completion within six years. Student outcomes were tracked for at least four years and, where possible, across in-state institutions. Hierarchical regression models accounting for institution attended were used to estimate students' chances of succeeding in a STEM major. Results were evaluated by type of institution and STEM major category (Science; Computer Science & Mathematics; Medical & Health; and Engineering & Technology). As expected, students who were better prepared in mathematics and science, as measured by achieving higher ACT scores, taking higher-level high school coursework, and earning higher HSGPAs in these subject areas, were more likely than those who were less prepared to earn a cumulative college GPA of 3.0 or higher, to persist in a STEM major through year 4, and to complete a STEM degree in four, five, or six years. Moreover, after statistically controlling for academic preparation and demographic characteristics, students with both expressed and measured interest in STEM were more likely to persist and complete a STEM degree than those with either expressed or measured interest only, as well as those with no interest in STEM. These findings were observed for each of the STEM major categories, though college success rates differed somewhat among STEM major categories. Additionally, gender and racial/ethnic differences in STEM persistence and STEM degree completion rates depended on STEM major category and type of institution. These findings highlight the importance of helping students to have realistic expectations about the rigorous mathematics and science course requirements in STEM-related fields and to select a major that is aligned well with their academic skills and interests. Strong academic preparation for STEM fields needs to take place long before students enroll in college. Educators, advisors, and counselors can assist students in these areas by providing students with meaningful educational and career guidance that encourages them to explore personally relevant career options based on their own skills, interests, and aspirations. (As Provided).
Anmerkungen	ACT, Inc. 500 ACT Drive, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1270; Web site: http://www.act.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01