A Flawed Policy Metaphor: An Empirical Test of Earlier Academic Promise and Later STEM Outcomes.
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| Title: | A Flawed Policy Metaphor: An Empirical Test of Earlier Academic Promise and Later STEM Outcomes. |
|---|---|
| Authors: | Cherng, Hua-Yu Sebastian1 (AUTHOR), Moreno, Martha1 (AUTHOR), Carroll, Timothy1 (AUTHOR), Okazaki, Sumie1 (AUTHOR), Lee, Okhee1 (AUTHOR), Hsin, Amy2 (AUTHOR), Flores, Stella M. (AUTHOR) |
| Source: | American Journal of Education. Nov2024, Vol. 131 Issue 1, p93-124. 32p. |
| Subject Terms: | *School districts, *Standardized tests, *Test scoring, Ethnic groups, Regression analysis |
| Abstract: | Purpose: Although the science, technology, engineering, and math (STEM) pipeline has been the most common policy framework to understand why ethnoracial disparities are some of the most glaring, few studies have empirically assessed whether the relationship between early academic preparation, such as for standardized tests, grades, and coursework, and later outcomes is the same across racial/ethnic groups. Research Methods/Approach: This study used administrative data from New York City, the largest, most diverse school district in the United States, and used descriptive alluvial plots and regression decomposition analyses. Findings: We find that STEM middle school-to-college pathways vary dramatically by ethnic groups within racial categories. Moreover, disparities in earlier test scores, high school diploma type, and school characteristics only explain why White English-speaking students major in STEM (in both 4- and 2-year institutions). Implications: The results of this study call into question policies that support a "one size fits all" argument that fostering earlier test scores can equalize access to STEM. [ABSTRACT FROM AUTHOR] |
| Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 180857712 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Flawed Policy Metaphor: An Empirical Test of Earlier Academic Promise and Later STEM Outcomes. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cherng%2C+Hua-Yu+Sebastian%22">Cherng, Hua-Yu Sebastian</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Moreno%2C+Martha%22">Moreno, Martha</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Carroll%2C+Timothy%22">Carroll, Timothy</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Okazaki%2C+Sumie%22">Okazaki, Sumie</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Lee%2C+Okhee%22">Lee, Okhee</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hsin%2C+Amy%22">Hsin, Amy</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Flores%2C+Stella+M%2E%22">Flores, Stella M.</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Education%22">American Journal of Education</searchLink>. Nov2024, Vol. 131 Issue 1, p93-124. 32p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22School+districts%22">School districts</searchLink><br />*<searchLink fieldCode="DE" term="%22Standardized+tests%22">Standardized tests</searchLink><br />*<searchLink fieldCode="DE" term="%22Test+scoring%22">Test scoring</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+groups%22">Ethnic groups</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: Although the science, technology, engineering, and math (STEM) pipeline has been the most common policy framework to understand why ethnoracial disparities are some of the most glaring, few studies have empirically assessed whether the relationship between early academic preparation, such as for standardized tests, grades, and coursework, and later outcomes is the same across racial/ethnic groups. Research Methods/Approach: This study used administrative data from New York City, the largest, most diverse school district in the United States, and used descriptive alluvial plots and regression decomposition analyses. Findings: We find that STEM middle school-to-college pathways vary dramatically by ethnic groups within racial categories. Moreover, disparities in earlier test scores, high school diploma type, and school characteristics only explain why White English-speaking students major in STEM (in both 4- and 2-year institutions). Implications: The results of this study call into question policies that support a "one size fits all" argument that fostering earlier test scores can equalize access to STEM. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of American Journal of Education is the property of University of Chicago and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=180857712 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1086/732393 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 32 StartPage: 93 Subjects: – SubjectFull: School districts Type: general – SubjectFull: Standardized tests Type: general – SubjectFull: Test scoring Type: general – SubjectFull: Ethnic groups Type: general – SubjectFull: Regression analysis Type: general Titles: – TitleFull: A Flawed Policy Metaphor: An Empirical Test of Earlier Academic Promise and Later STEM Outcomes. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cherng, Hua-Yu Sebastian – PersonEntity: Name: NameFull: Moreno, Martha – PersonEntity: Name: NameFull: Carroll, Timothy – PersonEntity: Name: NameFull: Okazaki, Sumie – PersonEntity: Name: NameFull: Lee, Okhee – PersonEntity: Name: NameFull: Hsin, Amy – PersonEntity: Name: NameFull: Flores, Stella M. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 01956744 Numbering: – Type: volume Value: 131 – Type: issue Value: 1 Titles: – TitleFull: American Journal of Education Type: main |
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