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008 210907s2020 xx sbm 000 0 eng d
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035 (MiAaPQ)AAI28022817
040 MiAaPQ|beng|cMiAaPQ|dNTU
100 1 Kang, Hana
245 10 Successful Transition for All Students from Secondary to
Post-secondary Education in Science, Technology,
Engineering, and Mathematics
264 0 |c2020
300 1 online resource (123 pages)
336 text|btxt|2rdacontent
337 computer|bc|2rdamedia
338 online resource|bcr|2rdacarrier
500 Source: Dissertations Abstracts International, Volume: 82-
01, Section: A
500 Advisor: Mavrogordato, Madeline;Schmidt, William
502 Thesis (Ph.D.)--Michigan State University, 2020
504 Includes bibliographical references
520 This dissertation addresses two important aspects of
college and career readiness in the fields of science,
technology, engineering, and mathematics (STEM) using the
High School Longitudinal Study of 2009 (HSLS: 2009). The
first chapter focuses on students' coursework in
mathematics and science and examines optimal combinations
of mathematics and science courses in high school that
lead to students' successful transition to STEM majors in
college. The first study identifies high school students'
course-taking patterns to determine which combinations of
mathematics and science courses, including corresponding
credits, are related to students' enrollment in different
college STEM majors. Results obtained from multilevel
latent profile analysis and multilevel generalized linear
models showed that four discrete high school mathematics
and science course-taking combinations were identified.
Moreover, students' gender, interest in math courses, and
previous math performance levels were differently
associated with these respective combinations. Out of the
four identified course-taking combinations, the pattern of
a balanced course load combined with high numbers of
credits earned in Chemistry, Physics, Pre-calculus, and
Calculus indicated a higher association with students'
enrollment in any STEM majors in college. Students with
this course-taking combination were more likely to enroll
in the four categories of STEM majors- Biology/Physics,
Computer Science, Engineering, and Mathematics-than non-
STEM majors in college. The finding that a certain course-
taking combination uniquely contributes to higher
likelihoods of being enrolled in a STEM major in college
suggests that educators and school and district leaders
should ensure students who want to explore or select a
STEM major in college have access to such curricula
exposure when they design curriculum in their high
schools. This research could also help educators develop
protocols to guide students' course selection for those
who have an interest in potentially becoming a STEM major.
The second chapter investigates college and career
readiness in math and science of underrepresented student
populations. In response to comprehensively identifying
multiple student subgroups' college and career readiness,
I examine students' college and career readiness by race/
ethnicity groups as well as groups by different English
learner (EL) status that also takes into account their
race/ethnicity. Results suggest that different race/
ethnicity and EL status subgroups experience disparities
in different types of college and career readiness
assessments. Except Asian students, most racial minority
student populations exhibited a lower degree of college
and career readiness in performance-oriented ACT and SAT
scores than White students. For the advanced coursework
opportunity aspect of college and career readiness
measured by AP/IB course credits, Asian students earned
more credits than White students whereas other race/
ethnicity groups did not show statistically significant
differences with White students. In addition, current ELs
showed consistent underperformance in ACT and SAT scores
when parceled out from student characteristics including
their race/ethnicity and other background variables. The
results suggest that students' EL status should be
independently investigated in identifying patterns of
student subgroups' college and career readiness. Such an
approach is helpful for acknowledging existing disparities
surrounding current ELs and informs efforts to devise
policy measures to mitigate the grave differences
533 Electronic reproduction.|bAnn Arbor, Mich. :|cProQuest,
|d2021
538 Mode of access: World Wide Web
650 4 Educational tests & measurements
650 4 Education policy
650 4 Science education
653 Successful transition
653 All students
653 Secondary educaiton
653 Post-secondary education
653 Science
653 Technology
653 Engineering
653 Mathematics
653 STEM
655 7 Electronic books.|2local
690 0288
690 0458
690 0714
710 2 ProQuest Information and Learning Co
710 2 Michigan State University.|bMeasurement and Quantitative
Methods - Doctor of Philosophy
773 0 |tDissertations Abstracts International|g82-01A
856 40 |uhttps://pqdd.sinica.edu.tw/twdaoapp/servlet/
advanced?query=28022817|zclick for full text (PQDT)
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