Identifying a Typology of High Schools Based on Their Orientation toward STEM: A Latent Class Analysis of HSLS:09

Autor/inn/en	Vaval, Luronne; Bowers, Alex J.; Snodgrass Rangel, Virginia
Titel	Identifying a Typology of High Schools Based on Their Orientation toward STEM: A Latent Class Analysis of HSLS:09
Quelle	In: Science Education, 103 (2019) 5, S.1151-1175 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vaval, Luronne) ORCID (Bowers, Alex J.) ORCID (Snodgrass Rangel, Virginia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21534
Schlagwörter	High School Students; High Schools; STEM Education; Longitudinal Studies; Classification; Institutional Characteristics; School Demography; Lunch Programs; School Location; Public Schools; Private Schools; Group Membership; Outcomes of Education; Postsecondary Education; Enrollment; Intention; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; STEM; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Classification system; Klassifikation; Klassifikationssystem; Schulbesuchsrate; Mittagessen; Schulgelände; Public school; Öffentliche Schule; Private school; Privatschule; Gruppenzugehörigkeit; Lernleistung; Schulerfolg; Post-secondary education; Tertiäre Bildung; Einschulung
Abstract	Abstract The purpose of this study is to investigate the extent that there is a typology of high schools based on their orientation toward science, technology, engineering, and mathematics (STEM), as well as the extent to which school-level demographic variables and student high school outcomes are associated with subgroup membership in the typology, by analyzing data from a large nationally representative sample of high schools (n = 940) from the High School Longitudinal Study of 2009 (HSLS:09) using latent class analysis (LCA). We used a three-step LCA approach to identify significantly different subgroups of STEM-oriented high schools, what covariates predict subgroup membership, and how subgroup membership predicts observed distal outcomes. We find that there are four significantly different subgroups of STEM-oriented high schools based on their principal's perceptions: "Abundant" (12.3%), "Support" (23.3%), "Bounded" (10.1%), and "Comprehensive" (54.3%). In addition, we find that these subgroups are associated with school demographics, such as the percent of students eligible for free and reduced-price lunch, school locale, and control (public or private). Subgroup membership is also associated with student outcomes, such as postsecondary program enrollment and intent to pursue a STEM degree. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01