Can Dual Enrollment Algebra Reduce Racial/Ethnic Gaps in Early STEM Outcomes? Evidence from Florida. Summary Research Report

Autor/in	Minaya, Veronica
Institution	Columbia University, Community College Research Center
Titel	Can Dual Enrollment Algebra Reduce Racial/Ethnic Gaps in Early STEM Outcomes? Evidence from Florida. Summary Research Report
Quelle	(2021), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	STEM Education; Dual Enrollment; High School Students; Academic Persistence; College Attendance; Graduation Rate; African American Students; Hispanic American Students; Achievement Gap; Racial Differences; Grade 9; Algebra; Program Effectiveness; Majors (Students); Bachelors Degrees; Associate Degrees; Student Characteristics; White Students; Gender Differences; Public Schools; Florida + Suchen Sie Ihr Suchwort? STEM; Doppelstudium; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; African Americans; Afroamerikaner; Hispanic; Hispanic Americans; Hispanoamerikaner; Rassenunterschied; School year 09; 9. Schuljahr; Schuljahr 09; 'Bachelor''s degrees'; Bachelor-Studiengang; Geschlechterkonflikt; Public school; Öffentliche Schule
Abstract	Math is an integral subject in nearly all STEM disciplines, and early exposure to advanced math coursework may encourage high school students to enter and persist in STEM fields in college. This report examines whether taking college algebra through dual enrollment affects high school graduation, college enrollment, and early STEM outcomes. I use a fuzzy regression discontinuity methodological design and rich transcript-level data on one cohort of Florida public high school students tracked post-high school into Florida community colleges and universities to estimate the effects of taking dual enrollment algebra. I find that--among students on the margin of eligibility-- taking dual enrollment algebra increases the likelihood that students enroll in a STEM program in college. I also find particularly strong effects on beginning college and persisting in college as a STEM major for Black and Hispanic students. I fail to detect an effect on overall rates of high school graduation and college enrollment. Broadly, these results suggest that encouraging Black and Hispanic students to take college-level math courses in high school may help to advance equity in STEM fields. (As Provided).
Anmerkungen	Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://ccrc.tc.columbia.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01