How Do Students Experience Choice? Exploring STEM Course-Offerings and Course-Taking Patterns in Texas Charter and Non-Charter Public Schools

Autor/inn/en	David, Bernard G.; Marder, Michael; Marshall, Jill; González-Howard, María
Titel	How Do Students Experience Choice? Exploring STEM Course-Offerings and Course-Taking Patterns in Texas Charter and Non-Charter Public Schools
Quelle	In: Education Policy Analysis Archives, 28 (2020) 123, (42 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (David, Bernard G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Student Experience; Course Selection (Students); Behavior Patterns; STEM Education; Charter Schools; Public Schools; School Choice; Secondary School Students; Transfer Students; Outcomes of Education; Economically Disadvantaged; Racial Differences; Track System (Education); Ability Grouping; Special Education; College Preparation; Advanced Courses; Student Characteristics; Enrollment Influences; Texas + Suchen Sie Ihr Suchwort? Studienerfahrung; Course selection; Student; Students; Kurswahl; STEM; Charter school; Charter-Schule; Public school; Öffentliche Schule; Choice of school; Schulwahl; Sekundarschüler; Hochschulwechsel; Schulwechsel; Studienortwechsel; Lernleistung; Schulerfolg; Rassenunterschied; Leistungsgruppe; Leistungsdifferenzierung; Homogene Gruppierung; Niveaugruppierung; Streaming; Special needs education; Sonderpädagogik; Sonderschulwesen; Fortgeschrittenenunterricht
Abstract	Charter schools are positioned by proponents as a key component of reform efforts striving to expand school choice. Proponents argue that charter schools have the flexibility to experiment with novel curricular and instructional models outside the constraints of the traditional public education system, and therefore have the potential to transform students' experiences. Influential reports over the last three decades have highlighted the need to improve students' preparation in STEM, and charter schools have emerged as a reform with the potential to do so. This work uses methods from social network analysis and logistic regression to investigate how course-taking patterns in Texas charter and non-charter schools either promote or constrain student engagement within the STEM disciplines by: 1) exploring STEM course offerings in Texas charter and non-charter public secondary schools; and 2) identifying students' STEM course-taking patterns in these schools. Findings suggest charter schools are less likely than non-charter public schools to offer STEM courses tailored for special education students and that charter school students' coursetaking patterns tend to be either slightly more advanced or more basic than the course-taking patterns of students in non-charter schools. In addition, students in charter schools tend to be more mobile (e.g., transfer between schools) than students in non-charter public schools. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01