Investigating the Impact of an Urban Community School Effort on Middle School STEM-Related Student Outcomes over Time through Propensity Score Matched Methods

Autor/inn/en	Sondergeld, Toni A.; Provinzano, Kathleen; Johnson, Carla C.
Titel	Investigating the Impact of an Urban Community School Effort on Middle School STEM-Related Student Outcomes over Time through Propensity Score Matched Methods
Quelle	In: School Science and Mathematics, 120 (2020) 2, S.90-103 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sondergeld, Toni A.) ORCID (Provinzano, Kathleen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12387
Schlagwörter	Middle School Students; Urban Schools; Community Schools; Educational Change; Immigrants; Refugees; Academic Achievement; Mathematics Achievement; Science Achievement; College Readiness; STEM Education; Ethnic Groups; Outcomes of Education + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Community school; ; Gemeindeschule; Gemeinschaftsschule; Bildungsreform; Immigrant; Immigrantin; Immigranten; Flüchtling; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; STEM; Ethnie; Lernleistung; Schulerfolg
Abstract	This study investigates the impact of an urban community school reform initiative that focuses on an immigrant and refugee population in middle school. A 6th-8th grade cohort of students in the community school are followed over time and compared to a propensity score matched group on overall GPA, mathematics, and science academic outcomes and traditional college preparedness indicators. Further, a deeper dive into the intersection of gender and race/ethnicity was examined on all outcomes. Findings revealed that students in the urban community school demonstrated significantly more preparedness to enroll in college and move into a STEM field if they desired compared to the matched students. All gender/racial groups in the community school performed significantly higher than those in the matched group. Further, all gender/racial groups of students in the urban community school defied standard academic achievement drops common over time in middle school, and instead increase overall, math, and science grades from 6th to 8th grade. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01