Perceived science ability as a factor in the course selections of men and women in college

It was hypothesized in this study that men and women develop a belief about their ability in science during their school years that is based in part on their participation in certain science courses and on their level of performance in those courses. This belief about their ability in turn affects the science decisions that these students make when they enter college. Students who believe they have ability in science are more likely to choose a science curriculum in college than those who do not. The results indicated that even though their performance in high school science was better than that of the men, women in this study rated their ability in science lower, and that this had a negative effect on later participation in college science.     

Gender differences in introductory undergraduate physics performance: University physics versus college physics in the USA

Efforts to ameliorate gender disparity in pursuit of science careers in the USA have focused on equalizing girls' participation in pre-college science courses and out-of-school activities. Our examination of nearly 1500 US college students at 16 universities found that gender and preparation both have an impact on success in introductory college physics courses. In terminal, algebra-based physics females perform better than their male classmates. However, in calculus based introductory college physics courses, which are prerequisite to advanced study in many fields, women do significantly worse than their male counterparts with the same background. For both genders, taking a high school course that limits coverage and concentrates more time in in-depth study is associated with better performance in college physics. We conclude that efforts to ensure the success of women entering the physical sciences should concentrate on increasing the depth and reducing the vast coverage of most high school physics courses as well as addressing the apparent bias in college courses that mark the first step in careers within scientific research and engineering.     

The association of precollege use of calculators with student performance in college calculus

This study investigates how the use of calculators during high school mathematics courses is associated with student performance in introductory college calculus courses in the USA. Data were drawn from a nationally representative sample of 7087 students enrolled in college calculus at 134 colleges and universities. They included information about students’ demographics, standardized test scores, and high school mathematics course enrollment and performance. Factor analysis reduced ten items describing high school calculator usage to two composites: how extensively calculators were employed and teacher-imposed restrictions on their use. Hierarchical linear models predicted students’ college calculus grades, reported by their professor, while controlling for differences between colleges and student backgrounds. The more extensively students had used calculators in high school, the lower their grade in college calculus. However, students earned higher college calculus grades to the extent that their high school teachers had limited calculator use on quizzes and exams and had restricted calculator use until paper-and-pencil methods had been mastered, which offset the negative association of extensive calculator use with grades. The effect sizes of both calculator composites were very small. Overall, the findings raise doubts about any substantial long-term effects on college mathematics performance of calculator use in high school.     

The Operation of Bureaus of Educational Research–With Particular Reference to Wisconsin

ABSTRACT

Advanced mathematics and science coursetaking is critical in building the foundation for students to advance through the STEM pathway—from high school to college to career. To invigorate students’ persistence in STEM fields, high schools have been introducing applied STEM courses into the curriculum as a way to reinforce concepts learned in traditional mathematics and science classes and to motivate students’ interests in a long-term pursuit of these areas. The author examines the role of taking applied STEM courses early in high school on taking advanced mathematics and science courses later in high school. The results suggest a positive link between early applied STEM coursetaking and later advanced mathematics and science coursetaking—one that is delineated by specific type of applied STEM course and by individual-level demographic characteristics. The findings of this study thus support policymakers and practitioners’ efforts to expand the STEM curriculum beyond traditional subjects. Continuing to do so may be one way to expand the number of students persisting in STEM.     

Achievement in Science as a Function of the Mobility—Fixity Dimension

The characteristic of field‐independent subjects to function consistently in a field‐independent fashion (i.e. fixity) and of others to vary more according to circumstances (i.e. mobility) has been referred to as the Mobility‐Fixity Dimension. This dimension, based on the theories of Werner, Witkin and Pascual‐Leone suggests, that field mobile students perform better than fixed students in science courses. The main objective of this study, based on high school students (mean age = 16.5 years; SD = 1.0) in Venezuela, was to test the following predictions. (1) Mobile students would obtain a better performance than fixed students on variables such as introductory high school mathematics, physics, chemistry, biology and earth science courses; and (2) among mobile students, those classified in the middle‐high range of the Group Embedded Figures Test (GEFT) and the Figural Intersection Test (FIT), would obtain a better performance as compared to those in the lower‐middle range. Results obtained, in general, provide support for the first prediction. The differences between the performances of mobile and fixed groups were, however, significant (p < 0.05) only for the biology and earth science courses. Students in one of the high mobility groups obtained a better performance (in all courses) than not only the corresponding low mobility group but also a fixed group with high scores on both the GEFT and FIT, which provides support for the second prediction. It is concluded that problem‐solving ability in science courses may be strengthened through the mediation of the Mobility‐Fixity Dimension.     

Examining the Role of Advanced Placement® Exam Participation in 4‐Year College Enrollment

The purpose of the current study was to examine the relationship between Advanced Placement (AP) exam participation and enrollment in a 4‐year postsecondary institution. A positive relationship was expected given that the primary purpose of offering AP courses is to allow students to engage in college‐level academic work while in high school, and potentially receive college credit by earning qualifying scores on the corresponding AP exam. Therefore, college preparation and planning is an implicit and explicit part of AP participation. Analyzing a national sample of over 1.5 million students, the current study found that AP participation was related to college enrollment, even after controlling for student demographic and ability characteristics and high school level predictors. For example, the odds of attending a 4‐year postsecondary institution increased by at least 171% for all three AP participation groups (taking either one AP exam, two or three AP exams, or four or more AP exams) as compared to students who took no AP exams. Given the current political environment and the renewed interest in readying high school students for college, these results may help inform and shape educational initiatives targeted at the school, district, state, or even national level.     

Bunny Hill or Black Diamond: Differences in Advanced Course‐Taking in College as a Function of Cognitive Ability and High School GPA

College students commonly have considerable course choice, and they can differ substantially in the proportion of their coursework taken at an advanced level. While advanced coursework is generally viewed as a desirable component of a student's education, research has rarely explored differences in student course‐taking patterns as a measure of academic success in college. We examined the relationship between the SAT, high school grade point average (HSGPA), and the amount of advanced coursework taken in a sample of 62 colleges and 188,985 students. We found that both the SAT and HSGPA predict enrollment in advanced courses, even after controlling for advanced placement (AP) credits and demographic variables. The SAT subtests of Critical Reading, Writing, and Math displayed differential relationships with advanced course‐taking dependent on student major. Gender and race/ethnicity were also related to advanced course‐taking, with women taking more advanced courses in all major categories except for science, technology, engineering, and mathematics (STEM) where they took fewer, even after controlling for other variables. Socioeconomic status had a negligible relationship with advanced course‐taking. This research broadens our understanding of academic achievement in college and the goals of admissions in higher education.     

Evaluation of the Long-Term Impact of a University High School Summer Science Program on Students' Interest and Perceived Abilities in Science

Many biomedical research universities have established outreach programs for precollege students and teachers and partnerships with local school districts to help meet the challenges of science education reform. Science outreach programs held in university research facilities can make science more exciting and innovative for high school students and can offer them much more insight into the nature of science and laboratory research than is available in most high school science courses. This paper describes a long-term follow-up study of high school students enrolled in the Summer Science Academy program at the University of Rochester to investigate the program's impact on students' perceived abilities in higher level science courses, on participation in extracurricular science programs, as well as the program's impact on student interest in pursuing a career in science. Students' exposure during SSA to advanced laboratory techniques and their participation in authentic science investigations provided them with a very positive hands-on experience. Students who attended the program indicated that it provided a positive influence on their performance in advanced science courses, as well as their decision to participate in other science programs and their desire to pursue a career in science.     

Field dependence, sex role self-perceptions, and mathematics achievement in college students: A closer examination

This study was performed to examine the relationships among intelligence, field dependence, sex role, and mathematics achievement, and involved 287 college students. In addition, information was gathered on subjects' mathematics background. Although the number of mathematics courses taken and intelligence were the two best predictors of mathematics achievement, other variables were found to have indirect contributions. Path analysis revealed that field dependence and sex role affected mathematics achievement by influencing the number of mathematics courses taken by students while in high school and college.     

The Influence of Dual Enrollment on Academic Performance and College Readiness: Differences by Socioeconomic Status

I examine the influence of dual enrollment, a program that allows students to take college courses and earn college credits while in high school, on academic performance and college readiness. Advocates consider dual enrollment as a way to transition high school students into college, and they further claim that these programs benefit students from low socioeconomic status (SES). However, few researchers examine the impact of dual enrollment on academic performance and college readiness, in particular, whether SES differences exist in the impact of dual enrollment. Even fewer researchers consider the extent to which improved access to dual enrollment reduces SES gaps in academic performance and college readiness. I find that participation in dual enrollment increases first-year GPA and decreases the likelihood for remediation. I conduct sensitivity analysis and find that results are resilient to large unobserved confounders that could affect both selection to dual enrollment and the outcome. Moreover, I find that low-SES students benefit from dual enrollment as much as high-SES students. Finally, I find that differences in program participation account for little of the SES gap in GPA and remediation.     

High Schools That Work and college preparedness: Measuring the model's impact on mathematics and science pipeline progression

The High Schools That Work school improvement initiative is the nation's largest comprehensive school reform model with over a thousand schools adopting its framework. The initiative's premise is that all students can meet the demands of a college preparatory curriculum if provided the right supports. Analyzing over a decade of data on student course taking and performance, we employ a rigorous comparative interrupted time series strategy to assess the extent to which HSTW meets its goal by increasing students’ successful progression through the mathematics and science pipelines. Each pipeline consists of three college preparatory courses: algebra 1, geometry, and algebra 2 in mathematics and biology plus two physical science courses in science. The results show no effect on pipeline progression for the average student and some evidence of increased gaps in course taking between more advantaged and disadvantaged students.     

Perceptions of the relevance of mathematics and science: Further analysis of an Australian longitudinal study

The media portray girls' achievement in mathematics and science as equal to or better than male performance. This paper reports on a longitudinal study based on Years 7–12. One of the disturbing features of these data is the extremely poor perceptions that students, both male and female, have of performance in mathematics and science in the earlier years of high school. These data suggest the need to examine students' changing perceptions in the transition years from primary school to high school. Despite there having been substantial improvement in girls' perceptions of how they have performed in mathematics and science, proportionately fewer females elect to undertake studies at the higher levels of mathematics, physics and chemistry. The data suggest that year 9 is crucial. The perspective that girls have unequivocally arrived has been challenged.     

Toward equity and excellence in math and science education

Two studies examined the effectiveness of an innovative program, Mathematics, Engineering Science Achievement (MESA), designed to prepare high school minority students for math-based fields. The program is noteworthy because it incorporates recommendations of educators and policymakers for improving the quality of math/science education and decreasing the underrepresentation of minorities in these fields. Study 1 showed that MESA seniors completed more math/science courses and showed higher academic performance than similar minority students. However, their verbal and mathematics performance was below seniors nationwide planning math-based college majors. Study 2 revealed that the majority of former MESA students were pursuing a math-based major at the university level and showed satisfactory postsecondary progress. Features contributing to program effectiveness and areas requiring additional action are explored.     

大学数学与中学数学衔接问题的几点思考

大学数学是指高校理工科、管理及数学类专业涉及到的数学课程,也是很多专业学生学习后续课程的基础,对于培养学生的综合素质具有十分重要的作用。大学数学与中学数学相比,内容更具延伸性,难度和深度也具有很大的提升。因此,解决大学数学与中学数学的衔接问题,对于很多高等院校而言仍然是一大难题。本文分析了大学数学与中学数学在教学目标、教学内容、教学方式和学习方式等方面存在的差异而导致的一系列的衔接问题,并就如何解决这些问题提出了相应的对策与建议,旨在进一步加强中学数学与大学数学的衔接,促进大学数学教师更好开展教学工作。     

Advanced mathematics course-taking: A focus on gender equifinality

High school mathematics achievement predicts future success. Potentially different factors that lead to success for boys versus girls, termed equifinality, are not well understood. Such factors are needed to inform interventions to increase numbers of students taking advanced mathematics courses and going on into science and mathematics careers. With 16,373 diverse tenth grade participants of the 2002 Education Longitudinal Study, we used multi-group logistic regression modeling to investigate advanced mathematics course selection from a social cognitive perspective, testing relations separately by gender. Girls took advanced mathematics courses at significantly higher rates than males. Family background and cognitive factors were related to advanced mathematics coursetaking for both groups. Supporting the equifinality hypothesis, father's expectation, parent communication, and peer academic value were significant for girls yet mother's expectation and parent participation were significant for boys. Implications and future directions are discussed.     

Unfulfilled hopes in education for equity: redesigning the mathematics curriculum in a US high school

Mathematics education aimed at empowering students for economic and democratic participation must address two critical issues: the long‐standing function of mathematics as a gatekeeper, and the complicated nature of designing and implementing systematic reform at the school department level. The study reported here examines a curricular redesign implemented by teachers in one US high school department. The department was redesigning its curriculum to remedy high failure rates in targeted courses disproportionately populated by students of colour. Using a case‐study methodology, this study examines the process of curricular redesign and its influence on these students’ access to more advanced mathematics courses. It describes redesigned courses and department characteristics that aided or challenged the redesign process, and discusses the significance of the identified challenges in constructing placement policies that did little to increase students’ likelihood of taking additional, and more advanced‐ level, mathematics courses. The analysis revealed a department that, despite its intentions, implemented a curriculum design which perpetuated inequities. This study discusses the teachers’ expectations of their students and perspectives about the nature of mathematics as a partial explanation for the department’s failure. The resigned curriculum failed to promote mathematics course‐taking because it created more defined tracks with less rigorous courses for students in low‐level courses.     

Medical Laboratory Technology: A New York State Tech-Prep Model That Improves Academic Skills

Abstract

This study demonstrates the positive effects on achievement in academic subjects (English language arts, mathematics, science) and overall grade point average (GPA) of the New York City Board of Education-City University of New York Tech-Prep model. This model uses medical laboratory technology as its career area. In addition, this study shows that the model is gender neutral. Furthermore, this study makes evident that high school students who graduate from this Tech-Prep program enter college better prepared than non-Tech-Prep students (as indicated by their freshman placement examination results), have fewer required remedial courses, have higher college GPAs, and have higher retention/completion rates. These data indicate that Tech-Prep, which links occupational education with academics for career and postsecondary education preparation, is a model for educational reform.