Exploring the Foundations of the Future STEM Workforce: K-12 Indicators of Postsecondary STEM Success. Stated Briefly. REL 2016-170

Autor/inn/en	Borman, Trisha; Rapaport, Amie; Jaciw, Andrew; LiCalsi, Christina; Zacamy, Jenna
Institution	National Center for Education Evaluation and Regional Assistance (ED); Regional Educational Laboratory Southwest (ED); SEDL
Titel	Exploring the Foundations of the Future STEM Workforce: K-12 Indicators of Postsecondary STEM Success. Stated Briefly. REL 2016-170
Quelle	(2016), (9 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	STEM Education; Elementary Secondary Education; Postsecondary Education; Literature Reviews; Predictor Variables; Hispanic American Students; Middle Schools; High Schools; Success; Statistical Significance; College Preparation; Student Satisfaction; Parent Participation; Disproportionate Representation; Scores; Academic Achievement; College Entrance Examinations; Course Selection (Students); ACT Assessment; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? STEM; Post-secondary education; Tertiäre Bildung; Prädiktor; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Erfolg; Elternmitwirkung; Schulleistung; Aufnahmeprüfung; Course selection; Kurswahl; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	Regional Educational Laboratory Southwest conducted this literature review to identify malleable factors that can be measured in K-12 settings and that predict students' postsecondary science, technology, engineering, and math (STEM) success (defined as enrolling in, persisting in, and completing a postsecondary STEM major or degree), particularly for Hispanic students. The review found that courses taken in high school and interest or confidence in STEM were strong predictors of postsecondary STEM success for students of all racial/ethnic subgroups. Yet racial/ethnic minority students were less likely than White students to take the highest level math and science courses, and despite similar levels of STEM interest, racial/ethnic minority students were less likely to achieve postsecondary STEM success. Other indicators of postsecondary STEM success included high school grade point average, class rank, math and science achievement, and SAT or ACT scores. Grades in math and science courses were found to be less predictive of postsecondary STEM success for racial/ethnic minority students than for White students. [For the full report, see ED565641.] (As Provided).
Anmerkungen	Regional Educational Laboratory Southwest. Available from: Institute of Education Sciences. 550 12th Street SW, Washington, DC 20202. Tel: 202-245-6940; Web site: http://ies.ed.gov/ncee/edlabs/regions/southwest/index.asp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01