Stated Briefly: Exploring the foundations of the future STEM workforce: K-12 indicators of postsecondary STEM success

Title:	Stated Briefly: Exploring the foundations of the future STEM workforce: K-12 indicators of postsecondary STEM success
Description:	This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. The purpose of this study was to review recent peer-reviewed studies in order to identify malleable factors measured in K-12 settings that are related to students' postsecondary STEM success, particularly for Hispanic students. Postsecondary STEM success was defined as enrollment in, persistence in, and completion of postsecondary STEM majors or degrees. Twenty-three relevant studies were identified, yet only 4 examined K-12 factors predictive of postsecondary STEM success specifically for Hispanic students. The review found that the number of high school mathematics and science courses taken, and the level of those courses is a consistent predictor of postsecondary STEM outcomes for all student subgroups. However, the literature indicates that minority students, including Hispanics, were less likely to take the highest-level mathematics and science courses. Students' interest and confidence in STEM at the K-12 levels was also predictive of postsecondary STEM success. Yet, despite lower levels of postsecondary STEM success, some studies indicate racial/ethnic minority and White students had similar levels of interest and confidence in STEM. The reviewed research suggests that reducing disparities in mathematics and science preparation between Hispanic and White students and increasing the rates at which Hispanic students take high-level mathematics and science classes has promise for informing interventions designed to improve STEM outcomes.
Online Availability:	Download, view and print the report as a pdf file. (177 KBKB)
Cover Date:	August 2016
Web Release:	July 28, 2016
Print Release:	August 2, 2016
Publication #:	REL 2016170 General Ordering Information
Center/Program:	REL
Associated Centers:	NCEE
Authors:	Trisha Borman: American Institutes for Research Amie Rapaport:Gibson Consulting Andrew Jaciw: Empirical Research Christina LiCalsi: American Institutes for Research Jenna Zacamy: Empirical Research
Type of Product:	Stated Briefly
Keywords:	Hispanics, Educational Progress Minorities Peer Review Postsecondary Education STEM (Science, Engineering, Technology, Mathematics)
Questions:	For questions about the content of this Stated Briefly, please contact: Amy Johnson.