Pinpointing Persistence in Alternative STEM Pipelines: Evidence from a Novel Coding and Apprenticeship Program. EdWorkingPaper No. 25-1122
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| Title: | Pinpointing Persistence in Alternative STEM Pipelines: Evidence from a Novel Coding and Apprenticeship Program. EdWorkingPaper No. 25-1122 |
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| Language: | English |
| Authors: | Wenrui Huang, Dajanae Palmer, Ekaete Udoh, Yung Chun, Jason Jabbari, Annenberg Institute for School Reform at Brown University |
| Source: | Annenberg Institute for School Reform at Brown University. 2025. |
| Availability: | Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: | N |
| Page Count: | 37 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | STEM Education, Programming, Internship Programs, Minority Group Students, Guided Pathways, Academic Persistence, Barriers, Student Characteristics, Race, Sex, Student Interests, Scores, Prior Learning |
| Abstract: | The shortage of STEM workers, particularly in computer science, is compounded by the underrepresentation of women and certain minoritized racial/ethnic groups in these fields. Efforts to address worker shortages and broaden participation include improving traditional STEM education pathways and creating alternative pathways. While persistence has been examined in traditional STEM pathways, less is known about persistence in alternative STEM pathways. To bridge this gap, we conduct a mixed-methods analysis of persistence in LC101, a novel coding and apprenticeship program offered by LaunchCode that seeks to serve larger shares of women and certain minoritized racial and ethnic groups compared to traditional STEM education pathways. Leveraging novel survey data, generalized ordered logistic regression modeling, and in-depth interviews, we examine barriers and opportunities for increasing persistence in LC101. We find that test scores and prior coding experience were significantly associated with persistence across both the coursework and the apprenticeship phases of the LC101 program, while educational attainment was not significantly associated with persistence in either of these phases. Moreover, when accounting for all other factors, Black students are more likely to complete the apprenticeship component, suggesting that alternative STEM programs may represent vehicles for racial equity in STEM. Concerning support, we find that having mentorship after applying to LaunchCode increased the likelihood of course completion. By exploring students' motivations for applying to LaunchCode, we find that interest alignment is highest among course completers while higher pay, better benefits, and increased stability are highest among non-completers. We also found that time constraints and course difficulty were the two largest barriers for course completion. We conclude with implications for policy, programs, and practice. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED671090 |
| Database: | ERIC |
| Abstract: | The shortage of STEM workers, particularly in computer science, is compounded by the underrepresentation of women and certain minoritized racial/ethnic groups in these fields. Efforts to address worker shortages and broaden participation include improving traditional STEM education pathways and creating alternative pathways. While persistence has been examined in traditional STEM pathways, less is known about persistence in alternative STEM pathways. To bridge this gap, we conduct a mixed-methods analysis of persistence in LC101, a novel coding and apprenticeship program offered by LaunchCode that seeks to serve larger shares of women and certain minoritized racial and ethnic groups compared to traditional STEM education pathways. Leveraging novel survey data, generalized ordered logistic regression modeling, and in-depth interviews, we examine barriers and opportunities for increasing persistence in LC101. We find that test scores and prior coding experience were significantly associated with persistence across both the coursework and the apprenticeship phases of the LC101 program, while educational attainment was not significantly associated with persistence in either of these phases. Moreover, when accounting for all other factors, Black students are more likely to complete the apprenticeship component, suggesting that alternative STEM programs may represent vehicles for racial equity in STEM. Concerning support, we find that having mentorship after applying to LaunchCode increased the likelihood of course completion. By exploring students' motivations for applying to LaunchCode, we find that interest alignment is highest among course completers while higher pay, better benefits, and increased stability are highest among non-completers. We also found that time constraints and course difficulty were the two largest barriers for course completion. We conclude with implications for policy, programs, and practice. |
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