Beyond Academic Math and Science: The Role of Applied Engineering and Computer Science in the High School Curriculum

超越学术数学和科学：应用工程和计算机科学在高中课程中的作用

• 批准号: 1109849
• 负责人: Robert Bozick
• 金额: $ 29.92万
• 依托单位: Rand Corporation
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-07-01 至 2014-06-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1109849&HistoricalAwards=false
• 关键词: Beyond; Academic; Math; Science; Role

The project will conduct a secondary analysis of large scale longitudinal survey data of students who have been followed into college to explore the types of applied engineering and computer science courses that youth take in high school, and the extent to which these courses help promote advancement toward careers in science, technology, engineering, and mathematics (STEM). The analysis will inform researchers and policy makers about the extent to which high school course taking in applied engineering influences math achievement, fields of college study, and jobs with STEM applications. The study will analyze the study known as ELS:2002 which is a nationally representative study of 10th-graders in 2002 sponsored by NCES. A sample of approximately 14,000 students with full transcripts will be analyzed using five Math Achievement scores (10th grade) and first follow-up (12th grade). The study will provide a new descriptive overview of the STEM course taking in high school and an econometric test of the efficacy of applied math and science. They will apply multivariate, quasi-experimental regression techniques. The results of this study will provide answers to both a theoretical and a practical question. For theory, the study will indicate the extent to which learning in non-academic courses during high school years actually create student knowledge in mathematics that will be applied later in their school and work life. For practice, the study will provide evidence for educators about the value of non-academic courses for later development. If the study finds that non-academic high school courses are as influential as academic training, then the fields of vocational education will be especially interested. If however this national study shows that only academic courses provide the requisite background in mathematics for any adult application, then the school policies might be encouraged to improve the access of all students to academic training.

该项目将对进入大学的学生的大规模纵向调查数据进行二次分析，以探索青年在高中学习的应用工程和计算机科学课程的类型，以及这些课程有助于促进科学，技术，工程和数学（STEM）职业发展的程度。 该分析将告知研究人员和政策制定者，高中课程在应用工程方面对数学成绩，大学学习领域以及STEM应用工作的影响程度。 该研究将分析名为ELS：2002的研究，该研究是NCES于2002年赞助的一项针对10年级学生的全国代表性研究。 大约14，000名学生的完整成绩单样本将使用五个数学成绩分数（10年级）和第一次随访（12年级）进行分析。 这项研究将提供一个新的描述性概述的STEM课程在高中和应用数学和科学的功效的计量经济学测试。 他们将应用多变量，准实验回归技术。本研究的结果将提供一个理论和实践问题的答案。 从理论上讲，这项研究将表明在高中期间学习非学术课程实际上在多大程度上创造了学生的数学知识，这些知识将在以后的学校和工作生活中得到应用。 在实践方面，本研究将为教育工作者提供有关非学术课程对以后发展的价值的证据。 如果研究发现非学术高中课程与学术培训一样有影响力，那么职业教育领域将特别感兴趣。 然而，如果这项全国性的研究表明，只有学术课程提供了必要的数学背景的任何成人应用程序，那么学校的政策可能会鼓励改善所有学生的学术培训的机会。