Advanced Course Offerings and Completion in Science, Technology, Engineering, and Math in Texas Public High Schools. REL 2018-276

Autor/inn/en	Garland, Marshall; Rapaport, Amie
Institution	National Center for Education Evaluation and Regional Assistance (ED); Southwest Educational Development Laboratory
Titel	Advanced Course Offerings and Completion in Science, Technology, Engineering, and Math in Texas Public High Schools. REL 2018-276
Quelle	(2017), (52 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Advanced Courses; High School Students; Hispanic American Students; STEM Education; Public Schools; High Schools; Access to Education; Socioeconomic Status; Racial Differences; Ethnic Groups; African American Students; White Students; Minority Group Students; Racial Composition; Disadvantaged Youth; Urban Schools; Suburban Schools; Rural Schools; Enrollment Trends; Graduation Requirements; Student Records; Course Selection (Students); Texas + Suchen Sie Ihr Suchwort? Fortgeschrittenenunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; STEM; Public school; Öffentliche Schule; Education; Access; Bildung; Zugang; Bildungszugang; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; Ethnie; African Americans; Afroamerikaner; Benachteiligter Jugendlicher; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Rural area; Rural areas; Ländlicher Raum; Schulen; Abschlussordnung; Schülerakte; Course selection; Kurswahl
Abstract	Taking advanced high school courses predicts such postsecondary outcomes as enrolling in college, persisting in college courses, and completing a degree. In Texas, where Hispanic students make up 51 percent of the student population, their access to and enrollment in advanced courses is an ongoing concern despite recent gains. In particular, disparities in the proportions of Hispanic adults educated and certified for high-wage jobs in science, technology, engineering, and math (STEM) fields raise questions about Hispanic students' equitable access to advanced STEM courses. In 2009 Hispanic employees accounted for 14 percent of the U.S. workforce but held only 6 percent of STEM jobs. Members of the Texas Hispanic STEM Alliance of the Regional Educational Laboratory Southwest, made up of representatives from Regional Education Service Centers, school districts, postsecondary institutions, and state education agencies, asked whether Hispanic students in Texas are taking advanced STEM courses at the same rates as other students or have equitable opportunities to take them. In response, this study examined course offerings and coursetaking in more than 1,500 Texas high schools over 2007/08-2013/14 to identify differences across Black, Hispanic, and White students, using statewide longitudinal student education records for more than 240,000 students a year. The findings of this study can inform regional and local educators and policymakers who are considering policies, interventions, and reforms to equalize STEM achievement across student groups and support for advanced STEM coursetaking, particularly among Black and Hispanic students. The methodology (in addition to the findings) may help states beyond Texas explore questions of course availability and course completion. (ERIC).
Anmerkungen	Regional Educational Laboratory Southwest. Available from: Institute of Education Sciences. 555 New Jersey Avenue NW, Washington, DC 20208. Tel: 800-872-5327; Web site: http://ies.ed.gov/ncee/edlabs/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01