Assessing the Impact of Texas Science, Technology, Engineering, and Mathematics Academies on Students' Learning Environments, Educational Outcomes, and Career Path Decisions

评估德克萨斯州科学、技术、工程和数学学院对学生学习环境、教育成果和职业道路决策的影响

• 批准号: 1661097
• 负责人: David Knight
• 金额: $ 58.94万
• 依托单位: University of Texas at El Paso
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-04-01 至 2020-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1661097&HistoricalAwards=false
• 关键词: Assessing; Impact; Texas; Science; Technology

Maintaining U.S. global competitiveness in science, technology, engineering, and math (STEM) industries requires increasing participation among traditionally underrepresented groups including people of color and women. Studies show creating more equal educational opportunities in the K-12 education system is an effective, socially just approach to expanding STEM participation. This study examines the impact of Texas Science, Technology, Engineering, and Math (T-STEM) academies on (a) STEM teacher labor markets and (b) students' educational and workforce outcomes. T-STEM academies are public high schools focused on improving instruction and academic performance in science and mathematics-related subjects and expanding the number of students entering STEM careers, particularly students who are underrepresented in STEM fields. Analyses draw on a statewide longitudinal student-level dataset covering all students in Texas over a 20-year period. This project is supported by the Education and Human Resources Core Research Program, which funds fundamental research in STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.The project objectives are three-fold. First, the study documents whether students traditionally underrepresented in STEM fields have equitable access to high-quality STEM teachers across classrooms, schools, and districts. Although prior studies identify a teacher quality gap where disadvantaged students are assigned to less qualified and less effective teachers, no prior studies explore exposure to highly-qualified STEM teachers for advantaged and disadvantaged youth. Second, the study analyzes whether T-STEM academies reduce the STEM teacher quality gap. The third aim of the study is to assess the impact of T-STEM academies on student achievement in math, science, and reading, the likelihood of high school graduation, postsecondary enrollment and completion, as well as students' labor market earnings and the likelihood of employment in a STEM field.

要保持美国在科学、技术、工程和数学 (STEM) 行业的全球竞争力，需要增加包括有色人种和女性在内的传统上代表性不足的群体的参与。研究表明，在 K-12 教育系统中创造更平等的教育机会是扩大 STEM 参与的有效、社会公正的方法。本研究探讨了德克萨斯州科学、技术、工程和数学 (T-STEM) 学院对 (a) STEM 教师劳动力市场和 (b) 学生教育和劳动力成果的影响。 T-STEM 学院是公立高中，致力于提高科学和数学相关科目的教学和学术成绩，并扩大进入 STEM 职业的学生数量，特别是在 STEM 领域代表性不足的学生。分析利用了覆盖德克萨斯州 20 年来所有学生的全州纵向学生水平数据集。该项目得到了教育和人力资源核心研究计划的支持，该计划资助 STEM 学习和学习环境的基础研究、扩大 STEM 的参与以及 STEM 劳动力发展。该项目有三个目标。首先，该研究记录了传统上在 STEM 领域代表性不足的学生是否能够在课堂、学校和学区平等地接触到高质量的 STEM 教师。尽管之前的研究发现教师素质存在差距，即弱势学生被分配给资质较差、效率较低的教师，但之前没有研究探讨弱势青少年和弱势青少年接触高素质 STEM 教师的情况。其次，研究分析了 T-STEM 学院是否缩小了 STEM 教师的素质差距。该研究的第三个目的是评估 T-STEM 学院对学生在数学、科学和阅读方面的成绩、高中毕业的可能性、高等教育入学和完成学业以及学生的劳动力市场收入和可能性的影响。 STEM 领域的就业。

项目成果

Expanding the Use of Educational Data for Social Justice: Lessons From the Texas Cap on Special Education and Implications for Practitioner–Scholar Preparation

扩大教育数据的使用以促进社会正义：德克萨斯州特殊教育上限的经验教训以及对从业者和学者准备的影响

• DOI: 10.1177/1942775118783710
• 发表时间: 2018
• 期刊: Journal of Research on Leadership Education
• 影响因子: 0.8
• 作者: Knight, David S.;DeMatthews, David E.
• 通讯作者: DeMatthews, David E.

Broadening conceptions of a “college-going culture”: The role of high school climate factors in college enrollment and persistence

拓宽“大学文化”的概念：高中氛围因素在大学入学和坚持中的作用

• DOI: 10.1177/1478210319860987
• 发表时间: 2020
• 期刊: Policy Futures in Education
• 影响因子: 1.5
• 作者: Knight, David S;Duncheon, Julia C
• 通讯作者: Duncheon, Julia C

Are School Districts Allocating Resources Equitably? The Every Student Succeeds Act, Teacher Experience Gaps, and Equitable Resource Allocation

• DOI: 10.1177/0895904817719523
• 发表时间: 2019-06-01
• 期刊: EDUCATIONAL POLICY
• 影响因子: 1.8
• 作者: Knight, David S.

Cost‐Effectiveness of Early Childhood Interventions to Enhance Preschool: Evidence from a Randomized Experiment in Head Start Centers Enrolling Historically Underserved Populations

加强学前教育的早期儿童干预措施的成本效益：来自启蒙中心随机实验的证据，该实验招收历史上服务不足的人群

• DOI: 10.1002/pam.22145
• 发表时间: 2019
• 期刊: Journal of Policy Analysis and Management
• 影响因子: 3.8
• 作者: Knight, David S.;Landry, Susan;Zucker, Tricia A.;Merz, Emily C.;Guttentag, Cathy L.;Taylor, Heather B.
• 通讯作者: Taylor, Heather B.

Does the Measurement Matter? Assessing Alternate Approaches to Measuring State School Finance Equity for California’s Local Control Funding Formula

测量重要吗？

• DOI: 10.1177/2332858419877424
• 发表时间: 2019
• 期刊: AERA Open
• 影响因子: 2.8
• 作者: Knight, David S.;Mendoza, Jesús
• 通讯作者: Mendoza, Jesús