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Boosting the Numbers of STEM Majors? the Role of High Schools with a STEM Program

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Title: Boosting the Numbers of STEM Majors? the Role of High Schools with a STEM Program
Language: English
Authors: Bottia, Martha Cecilia (ORCID 0000-0001-5150-520X), Stearns, Elizabeth, Mickelson, Roslyn Arlin, Moller, Stephanie
Source: Science Education. Jan 2018 102(1):85-107.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 23
Publication Date: 2018
Sponsoring Agency: National Science Foundation (NSF), Division of Undergraduate Education (DUE)
National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
Contract Number: 0969286
1420363
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: STEM Education, Majors (Students), High School Students, Correlation, Longitudinal Studies, Outcomes of Education, Scores, College Students, Academic Persistence, Student Attitudes, Role
Geographic Terms: North Carolina
DOI: 10.1002/sce.21318
ISSN: 0036-8326
Abstract: This article investigates whether attending a high school that offers a specialized science, technology, engineering, and/or mathematics program (high school with a STEM program) boosts the number of students majoring in STEM when they are in college. We use a longitudinal sample of students in North Carolina, whom we follow from middle school through college graduation, to estimate the effect of attending a high school with a STEM program on students' interest in STEM, odds of declaring, and chances of persisting in their intention to major in STEM. Although our multilevel models indicate that attending a high school with a STEM program has a positive association with students' STEM-related outcomes, once we control for sample self-selection through propensity score matching, we do not find evidence that attending high schools with a math and science-focused program significantly influences trajectories of STEM educational advantage for public school students in North Carolina. Our study concludes that perhaps even more important for college STEM success than what happens "in high school" is what STEM-related academic, familial, and formal/informal learning experiences the student had "prior to entering high school".
Abstractor: As Provided
Entry Date: 2017
Accession Number: EJ1163562
Database: ERIC
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  Value: <anid>AN0126750177;sed01jan.18;2018Jun15.09:12;v2.2.500</anid> <title id="AN0126750177-1">Boosting the numbers of STEM majors? The role of high schools with a STEM program. </title> <p>Abstract: This article investigates whether attending a high school that offers a specialized science, technology, engineering, and/or mathematics program (high school with a STEM program) boosts the number of students majoring in STEM when they are in college. We use a longitudinal sample of students in North Carolina, whom we follow from middle school through college graduation, to estimate the effect of attending a high school with a STEM program on students’ interest in STEM, odds of declaring, and chances of persisting in their intention to major in STEM. Although our multilevel models indicate that attending a high school with a STEM program has a positive association with students’ STEM‐related outcomes, once we control for sample self‐selection through propensity score matching, we do not find evidence that attending high schools with a math and science–focused program significantly influences trajectories of STEM educational advantage for public school students in North Carolina. Our study concludes that perhaps even more important for college STEM success than what happens in high school is what STEM‐related academic, familial, and formal/informal learning experiences the student had prior to entering high school.</p> <p>college major; high school; propensity score matching; science; STEM</p> <p>No full text is available for this article</p> <aug> <p>By Martha Cecilia Bottia; Elizabeth Stearns; Roslyn Arlin Mickelson and Stephanie Moller</p> </aug>
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  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
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  Data: National Science Foundation (NSF), Division of Undergraduate Education (DUE)<br />National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL)
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  Data: This article investigates whether attending a high school that offers a specialized science, technology, engineering, and/or mathematics program (high school with a STEM program) boosts the number of students majoring in STEM when they are in college. We use a longitudinal sample of students in North Carolina, whom we follow from middle school through college graduation, to estimate the effect of attending a high school with a STEM program on students' interest in STEM, odds of declaring, and chances of persisting in their intention to major in STEM. Although our multilevel models indicate that attending a high school with a STEM program has a positive association with students' STEM-related outcomes, once we control for sample self-selection through propensity score matching, we do not find evidence that attending high schools with a math and science-focused program significantly influences trajectories of STEM educational advantage for public school students in North Carolina. Our study concludes that perhaps even more important for college STEM success than what happens "in high school" is what STEM-related academic, familial, and formal/informal learning experiences the student had "prior to entering high school".
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