High School Mathematics and Science Pipeline Study

研究人员计划使用混合方法设计来验证这样一个假设，即高中改革的关键方法为所有高中改革中的学生提供了数学和科学管道。本研究旨在为当前的研究、政策和实践做出重大贡献，这些研究、政策和实践关注的是即将毕业的高中学生，他们为高等教育和全球经济的需求做好了准备。本研究旨在了解改革高中的管道进展，以及成功的学校采用的策略，以确保所有学生及时获得管道进展，特别是那些在数学、科学和高等教育中历史上代表性不足和服务不足的学生。拟议中的研究将检验北卡罗来纳州几种不同的高中改革措施对数学和科学方面的管道进展的影响。这些改革包括合作学校、模范高中和正在进行自己的转变努力的学校。这个项目使用了全州范围内的行政数据集，以及对学校实践的调查和一些实地考察，以帮助理清帮助一些学校留住学生的学校因素。因变量是“在管道中并显示掌握”，如课程结束考试所证明的那样。调查人员正在衡量那些成功让学生通过代数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.