Factors That Predict ACT Science Scores from a Multicultural Perspective

Autor/in	Brazill, Shihua Chen
Titel	Factors That Predict ACT Science Scores from a Multicultural Perspective
Quelle	In: Educational Research: Theory and Practice, 30 (2019) 2, S.1-16 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-8965
Schlagwörter	Predictor Variables; College Entrance Examinations; Science Achievement; Scores; STEM Education; Disproportionate Representation; Gender Differences; Racial Differences; Socioeconomic Status; School Size; High School Students; Grade Point Average; Public Schools; Grade 11; Montana; ACT Assessment + Suchen Sie Ihr Suchwort? Prädiktor; Aufnahmeprüfung; STEM; Geschlechterkonflikt; Rassenunterschied; Socio-economic status; Sozioökonomischer Status; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Public school; Öffentliche Schule; School year 11; 11. Schuljahr; Schuljahr 11; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	This study investigated predictors for ACT Science scores, a test used by many universities to rank applicants. This study utilized quantitative research methods using the Montana Office of Public Instruction's GEMS (Growth and Enhancement of Montana Students) data set. All advanced statistical analysis was conducted using Stata software IC/15. This research is significant for increasing the representation of under-represented groups in STEM education because it helps clarify three important relationships: (1) How well do gender, race, and meal status predict 11th grade ACT Science scores; (2) How well does school size predict 11th grade ACT Science scores while controlling for gender, race, and meal status; and (3) How well does high school GPA predict 11th grade ACT Science scores while controlling for gender, race, meal status, and school size. (As Provided).
Anmerkungen	Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01