Educational Transcript Coding and Analysis: Ninth Grade Mathematics and Science Pathways to STEM

• Activity Number: 475
• Type: Invited
• Date/Time: Wednesday, August 6, 2014 : 10:30 AM to 12:20 PM
• Sponsor: Social Statistics Section
• Author(s): Patricia Rodriguez de Gil*+
• Companies: University of South Florida
• Keywords: STEM ; High School Coursetaking ; previous achievement ; High School Longitudinal Study

Abstract

The relevance of mathematical and scientific skills both for college and work has been clearly spelled out in the literature. Thus, mathematics and science courses have long been recognized and advocated as fundamental areas for advancement in science, technology, engineering, and mathematics (STEM). However, the number of students pursuing STEM-related degrees has declined (Committee on Equal Opportunities in Science and Engineering, 2005) and the participation of women and members of minorities groups in STEM fields remains low. This study investigated the relationship between students' characteristics and the coursetaking patterns in rigorous math and sciences courses in 9th grade. Applying STEM-related criteria, the coding of the course information (e.g., highest mathematics and science course taken) provided in the High School Longitudinal Study (2009) allowed analytical comparisons and the analysis of the effects of prior academic achievement and its relationship to career interests in mathematics, science, and technical fields.