Linking Applied STEM Coursetaking beyond STEM Outcomes: Examining High School Completion and College-Going Behavior

Autor/in	Gottfried, Michael
Titel	Linking Applied STEM Coursetaking beyond STEM Outcomes: Examining High School Completion and College-Going Behavior
Quelle	In: High School Journal, 105 (2022) 3, S.175-198 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1498
Schlagwörter	High School Students; Grade 9; Grade 10; Graduation Rate; College Attendance; STEM Education; Course Selection (Students); Course Content; Information Technology; Engineering Education; Student Behavior; Outcomes of Education; Education Longitudinal Study of 2002 (NCES) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; STEM; Course selection; Kurswahl; Kursprogramm; Informationstechnologie; Ingenieurausbildung; Student behaviour; Schülerverhalten; Lernleistung; Schulerfolg
Abstract	Educational dialogue has emphasized that math and science courses be more meaningful and engaging in high school. One way in which this has materialized has been through the introduction of applied STEM courses (i.e., information technology and engineering). In these courses, traditional math and science concepts are to be more educationally engaging by addressing practical challenges that reach beyond high school. Thus far, research has examined if taking applied STEM courses in high school boosts math achievement, advanced math or science coursetaking, or choosing a STEM college major. Using data from the Education Longitudinal Study of 2002, this study examined if taking applied STEM courses in 9th or 10th grades linked to high school completion and college-going behavior. The results suggested a positive association of this early applied STEM coursetaking on all end of high school and college-going measures, though the results were not differentiated by individual- or school-level characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01