REESE
Research & Evaluation on Education in Science Engineering ($999,990)
This study will explore and clarify phenomena of interest to policymakers and researchers invested in understanding the effects of curricular programs on student enrollment in STEM curricula during high school and early college. By focusing on the growing number of accelerated academic opportunities in high school (e.g., dual enrollment), this multidisciplinary research effort will allow researchers to analyze the extent to which expanding curricular arrangements affect outcomes for all students, particularly students who are underrepresented in STEM majors and careers.
We plan to use unique and rich longitudinal data maintained by the state of Florida and currently available to the researchers engaged in this study. Specifically, we will analyze ten years of data (1996-2006) with annual augmentations from the Florida Department of Education to determine how different accelerated programs affect high school coursetaking patterns and college coursetaking in the first enrollment after high school graduation or “Grade 13” among Florida public high school graduates who attend a two- or four-year public university or community college in Florida. In addition, we will engage teachers, students, and schools in field work in four to six major metropolitan urban school districts starting in Year 1 to determine how student agency, past academic experiences and future plans, as well as teacher and school personnel factors, affect student enrollment in challenging mathematics and science coursework.
This study will provide critical, in-depth understanding of the impact of accelerated academic programs on students’ STEM coursetaking in high school and during their first year of college. As a result, the research will provide policymakers at state, district and local levels with important knowledge for improving high school curricular programs to enhance STEM student persistence, particularly for women and other underrepresented groups. The Urban Institute and Alliance for Applied Research in Education and Anthropology (AAREA) at the University of South Florida (USF) will disseminate results widely to both the academic community and the educators and policy makers who are working to build the future STEM workforce.
The following documents have been produced by this research project (please note that Adobe Acrobat Reader is required to view and print PDF files):