Effects of State Policy on High School Science, Technology, Engineering, and Mathematics (STEM) Opportunities and Outcomes for Low-Income Underrepresented Minorities

国家政策对低收入少数族裔高中科学、技术、工程和数学 (STEM) 机会和成果的影响

• 批准号: 1660402
• 负责人: Lois Weis
• 金额: $ 160.7万
• 依托单位: SUNY at Buffalo
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-01 至 2024-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1660402&HistoricalAwards=false
• 关键词: Effects; State; Policy; Science; Technology

Although we have some evidence of the effects of state policy on postsecondary costs, tuition waivers, and earmarked grants for college attendance, we have little evidence of the effects of STEM-specific state policy defined as math and science course requirements for high school graduation, and presence or absence of high-stakes testing on high school opportunities and short and long term outcomes for STEM. Although students interested in STEM pursue varying paths toward STEM degrees and related outcomes, high school opportunity structures are consequential. They can enhance or constrain later choices, particularly in hierarchically based STEM fields where continuous orderly progression in math and science, from high school through college, is expected. The study will illuminate the success/failure of state policy initiatives designed to increase and broaden participation in STEM fields. Given the increased role of state policies that is expected under the Every Student Succeeds Act (ESSA; signed December 2015), interstate differences in curriculum and testing policies and their effects on outcomes for underrepresented minorities (URM) will provide critical insight into the effectiveness of varying state-level policy initiatives. The proposed study will locate specific spaces and mechanisms wherein existing inequalities for URM can be ameliorated. This project is supported by the Education and Human Resources Core Research Program, which funds fundamental research in STEM learning and learning environments, broadening participation in STEM, and STEM workforce development. The purpose of this study is to investigate the interacting effects of: (1) state policy (math and science course requirements for high school graduation, and presence or absence of high stakes testing); and (2) high school opportunity structures (empirically verified math and science course availability, content, sequences and school level requirements). The proposed study is a multilevel analysis of nationally representative longitudinal data (HSLS:09). Using a multi-level regression, the study will look for relationships among high school opportunity structures and student outcomes including student learning, intentions to major in STEM disciplines, and longer term outcomes.

尽管我们有一些证据表明国家政策对中学后费用、学费减免和大学入学专用赠款的影响，但我们几乎没有证据表明特定于STEM的国家政策（定义为高中毕业的数学和科学课程要求）的影响，以及是否存在对高中机会和STEM短期和长期结果的高风险测试。尽管对STEM感兴趣的学生追求不同的STEM学位和相关成果，但高中的机会结构是重要的。它们可以增强或限制后来的选择，特别是在基于层次的STEM领域，从高中到大学，数学和科学的连续有序发展是预期的。该研究将阐明旨在增加和扩大STEM领域参与的国家政策举措的成功/失败。鉴于州政策的作用越来越大，预计根据每个学生成功法案（ESSA;签署2015年12月），州际差异的课程和测试政策及其对结果的影响代表性不足的少数民族（URM）将提供关键洞察不同的国家级政策举措的有效性。拟议的研究将定位特定的空间和机制，其中现有的不平等URM可以改善。该项目得到了教育和人力资源核心研究计划的支持，该计划资助STEM学习和学习环境的基础研究，扩大STEM的参与和STEM劳动力发展。本研究的目的是调查以下因素的相互影响：（1）国家政策（高中毕业的数学和科学课程要求，以及是否存在高风险测试）;（2）高中机会结构（经验验证的数学和科学课程的可用性，内容，顺序和学校水平要求）。拟议的研究是一个多层次的分析全国代表性的纵向数据（HSLS：09）。使用多层次回归，该研究将寻找高中机会结构和学生成绩之间的关系，包括学生学习，STEM学科专业的意图和长期成果。

项目成果

On Track or Off Track? Identifying a Typology of Math Course-Taking Sequences in U.S. High Schools

步入正轨还是偏离正轨？

• DOI: 10.1177/23780231231169259
• 发表时间: 2023
• 期刊: Socius: Sociological Research for a Dynamic World
• 作者: Han, Seong Won;Kang, Chungseo;Weis, Lois;Dominguez, Rachel
• 通讯作者: Dominguez, Rachel

Complexifying Asian American student pathways to STEM majors: Differences by ethnic subgroups and college selectivity.

亚裔美国学生进入 STEM 专业的道路变得复杂：种族亚群体和大学选择性的差异。

• DOI: 10.1037/dhe0000326
• 发表时间: 2021
• 期刊: Journal of Diversity in Higher Education
• 影响因子: 2.4
• 作者: Kang, Chungseo;Jo, Hyunmyung;Han, Seong Won;Weis, Lois
• 通讯作者: Weis, Lois