Kinks in the STEM Pipeline: Tracking STEM Graduation Rates Using Science and Mathematics Performance

Abstract

In an effort to maintain the global competitiveness of the United States, ensuring a strong Science, Technology, Engineering and Mathematics (STEM) workforce is essential. The purpose of this study was to identify high school courses that serve as predictors of success in college level gatekeeper courses, which in turn led to the successful completion of STEM degrees. Using a purposive sample of 893 students who had declared a STEM major between the fall of 2006 and the spring of 2008, data were collected on students' high school grades, college grades, national test scores, grade point average, gender, and ethnicity. Using analysis of variance, correlations, multiple discriminant function analysis, and multiple regression models we found that high school calculus, physics, and chemistry (respectively) were predictors of success in STEM gatekeeper college courses. Then using those courses, we constructed a predictive model of STEM degree completion. The implications of this study highlight and reinforce the importance of providing rigorous mathematics and science courses at the high school level, as well as provide some evidence of a potential mediated model of the relationship between high school performance, college performance, and graduating with a STEM degree.

Risk, Protection, and Identity Development in High‐Achieving Black Males in High School

“…For this paper, we define high achievement as we did in the initial study-that is, enrollment and persistence in any one of the following advanced courses: Calculus, Algebra II, Trigonometry, Mathematical Logic, Probability, and Statistics. This decision was based on prior research showing that enrollment in advanced mathematical coursework during high school is a significant determinant of college enrollment and completion and success later in life (Redmond-sanogo, Angle, & Davis, 2016;Tierney, Corwin, & Colyar, 2005). The participants in this study were interviewed at one of four CPSD charter schools during the spring of 2010 and again several months later during a summer enrichment academy for high school students that were led by a local university.…”

Case Study of a New Engineering Early College High School: Advancing Educational Opportunities for Underrepresented Students in an Urban Area

“…Consistent with findings from other ECHS settings, students at GEC received differentiated instruction (Burton et al, 2014; Ongaga, 2010) and experienced a challenging STEM curriculum (Edmunds et al, 2013). Both of these are vital for ensuring that all students, including those from marginalized groups, those with learning disabilities, or those in need of advanced academics are prepared to pursue STEM majors in college and complete their degrees (Bridges & Maxwell, 2015; Brophy et al, 2008; Redmond-Sanogo, Angle, & Davis, 2016; Tai et al, 2006; Tofel-Grehl & Callahan, 2017). A practical implication of these findings is that EECHS teachers should anticipate that a diverse range of students will interact differently with the school structure and culture, challenging curriculum, and the transition experience to a new school (Bronfenbrenner & Morris, 2006).…”

Identifying a typology of high schools based on their orientation toward STEM: A latent class analysis of HSLS:09

“…At the same time, student participation in advanced coursework in STEM high schools is often voluntary (Sadler et al, ). In past studies, STEM coursework exposure has been measured by the number of units taken (Redmond‐Sanogo, Angle, & Davis, ; Wang, ), but because we are concerned with STEM education at the school level we focus on what is offered at each school. We operationalized exposure to STEM coursework based on rigorous mathematics and science course taken as defined in a pipeline developed by Burkam and Lee ().…”