Assessing the Impact of Texas Science, Technology, Engineering, and Mathematics Academies on Students' Learning Environments, Educational Outcomes, and Career Path Decisions

评估德克萨斯州科学、技术、工程和数学学院对学生学习环境、教育成果和职业道路决策的影响

• 批准号: 2017950
• 负责人: David Knight
• 金额: $ 20.06万
• 依托单位: University of Washington
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-10-01 至 2021-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2017950&HistoricalAwards=false
• 关键词: Assessing; Impact; Texas; Science; Technology

Maintaining U.S. global competitiveness in science, technology, engineering, and math (STEM) industries requires increasing participation among traditionally underrepresented groups including people of color and women. Studies show creating more equal educational opportunities in the K-12 education system is an effective, socially just approach to expanding STEM participation. This study examines the impact of Texas Science, Technology, Engineering, and Math (T-STEM) academies on (a) STEM teacher labor markets and (b) students' educational and workforce outcomes. T-STEM academies are public high schools focused on improving instruction and academic performance in science and mathematics-related subjects and expanding the number of students entering STEM careers, particularly students who are underrepresented in STEM fields. Analyses draw on a statewide longitudinal student-level dataset covering all students in Texas over a 20-year period. 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 project objectives are three-fold. First, the study documents whether students traditionally underrepresented in STEM fields have equitable access to high-quality STEM teachers across classrooms, schools, and districts. Although prior studies identify a teacher quality gap where disadvantaged students are assigned to less qualified and less effective teachers, no prior studies explore exposure to highly-qualified STEM teachers for advantaged and disadvantaged youth. Second, the study analyzes whether T-STEM academies reduce the STEM teacher quality gap. The third aim of the study is to assess the impact of T-STEM academies on student achievement in math, science, and reading, the likelihood of high school graduation, postsecondary enrollment and completion, as well as students' labor market earnings and the likelihood of employment in a STEM field.

维持美国在科学，技术，工程和数学行业（STEM）行业中的全球竞争力要求在传统代表性不足的群体（包括有色人种和女性）中的参与增加。研究表明，在K-12教育体系中创造更多平等的教育机会是一种有效的，社会上只是扩大STEM参与的方法。这项研究研究了得克萨斯州科学，技术，工程和数学（T-STEM）学院对（a）STEM教师劳动力市场以及（b）学生的教育和劳动力成果的影响。 T-STEM学院是专注于改善与科学和数学有关的学科的教学和学习成绩的公立高中，并扩大进入STEM职业的学生人数，尤其是在STEM领域中人数不足的学生。分析借鉴了全州纵向学生级别的数据集，该数据集涵盖了20年内得克萨斯州的所有学生。该项目得到了教育和人力资源核心研究计划的支持，该计划为STEM学习和学习环境中的基本研究提供了基础研究，扩大了对STEM的参与以及STEM劳动力发展。项目目标是三。首先，研究记录了STEM领域中传统上代表性不足的学生是否可以公平地访问整个教室，学校和地区的高质量STEM教师。尽管先前的研究确定了教师质量的差距，使处境不利的学生被分配到资格较低且有效较低的教师中，但没有先前的研究探讨了对高度合格的STEM教师的接触，以供有益的和处于弱势群体的青年中。其次，该研究分析了T-STEM学院是否减少了STEM教师质量差距。该研究的第三个目的是评估T-STEM学院对数学，科学和阅读学生成就的影响，高中毕业的可能性，中学后入学和完成以及学生劳动力市场收入以及在STEM领域就业的可能性。

项目成果

Accounting for Teacher Labor Markets and Student Segregation in Analyses of Teacher Quality Gaps

在分析教师素质差距时考虑教师劳动力市场和学生隔离

• DOI: 10.3102/0013189x20925805
• 发表时间: 2020
• 期刊: Educational Researcher
• 影响因子: 8.2
• 作者: Knight, David S.

Broadening conceptions of a “college-going culture”: The role of high school climate factors in college enrollment and persistence

拓宽“大学文化”的概念：高中氛围因素在大学入学和坚持中的作用

• DOI: 10.1177/1478210319860987
• 发表时间: 2020
• 期刊: Policy Futures in Education
• 影响因子: 1.5
• 作者: Knight, David S;Duncheon, Julia C
• 通讯作者: Duncheon, Julia C

Revolving Doors: Cross-Country Comparisons of the Relationship between Math and Science Teacher Staffing and Student Achievement

旋转门：数学和科学教师配备与学生成绩之间关系的跨国比较

• DOI: 10.1080/15700763.2020.1770804
• 发表时间: 2020
• 期刊: Leadership and Policy in Schools
• 影响因子: 1.1
• 作者: Kotok, Stephen;Knight, David S.
• 通讯作者: Knight, David S.

Do charter schools receive their fair share of funding? School finance equity for charter and traditional public schools

特许学校是否获得公平份额的资金？

• DOI: 10.14507/epaa.28.4438
• 发表时间: 2020
• 期刊: education policy analysis archives
• 影响因子: 0.4
• 作者: Knight, David S.;Toenjes, Laurence A.
• 通讯作者: Toenjes, Laurence A.

Does the Measurement Matter? Assessing Alternate Approaches to Measuring State School Finance Equity for California’s Local Control Funding Formula

测量重要吗？

• DOI: 10.1177/2332858419877424
• 发表时间: 2019
• 期刊: AERA Open
• 影响因子: 2.8
• 作者: Knight, David S.;Mendoza, Jesús
• 通讯作者: Mendoza, Jesús