High School Mathematics and Science Pipeline Study

研究人员计划使用混合方法设计来检验这一假设，即高中改革的关键方法为改革高中的所有学生提供了数学和科学方面的支持。这项研究旨在对当前的研究、政策和实践做出重大贡献，这些研究、政策和实践的重点是那些为高等教育和全球经济的需求做好准备的高中生。这项研究旨在了解高中改革的进展情况，以及成功的学校为确保所有学生，特别是那些在数学、科学和大专教育中历来代表性不足和服务不足的学生及时取得进展而采取的战略。这项拟议的研究将审查北卡罗来纳州几个不同的高中改革努力对数学和科学进步的影响。改革包括伙伴学校、高中模式和正在进行自己的转换努力的学校。这个项目使用了全州范围的行政数据集，以及关于学校做法的调查和一些现场访问，以帮助理清帮助一些学校保持学生在管道中的学校因素。从课程期末考试中可以看出，因变量是“正在酝酿中，并显示出熟练程度”。调查人员正在衡量那些成功让学生通过一门名为代数的课程的学校是否提供严格的课程。

The investigators plan to use a mixed-methods design to test the hypothesis that key approaches to high school reform grease the mathematics and science pipelines for all students in reforming high schools. This study is intended to contribute significantly to the current research, policy, and practices focused on graduating high school students who are prepared for the demands of post-secondary education and the global economy. This study is intended to provide understanding of pipeline progression in reforming high schools and the strategies successful schools employ to ensure timely pipeline progress for all students, particularly those historically underrepresented and underserved in mathematics and science and post-secondary education. The proposed research would examine the effects on pipeline progression in math and science of several different high school reform efforts in North Carolina. The reforms include partnership schools, high school models, and schools that are undertaking their own conversion efforts. This project uses a statewide administrative data set, along with surveys about school practices and some site visits to help untangle school factors that help some schools keep students in the pipeline. The dependent variable is "in the pipeline and showing mastery" as demonstrated by end of course exams. The investigators are measuring whether schools that are successful in getting students through a course called Algebra provide rigorous courses or not.