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首页> 外文期刊>International Journal of STEM Education >Trends in Texas high school student enrollment in mathematics, science, and CTE-STEM courses
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Trends in Texas high school student enrollment in mathematics, science, and CTE-STEM courses

机译：得克萨斯州高中生数学，科学和CTE-STEM课程注册人数的趋势

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Abstract Background In the context of Texas of the USA, House Bill 5 signifies a major policy shift requiring entering high school students starting in fall 2014 to choose an endorsement, like science, technology, engineering, and mathematics (STEM) being one of them, to provide students with earlier exposure to a coherent course sequence. As we barely understand students’ choices before the endorsement requirement, this study explored 6?years of data (2008–2013) on high school student enrollment rates in mathematics, science, and career and technical education (CTE)-STEM courses to set out the baseline of the trends in STEM course enrollment in Texas. Results The enrollment rates of the STEM-related courses had wide variations by types of courses, gender, and race/ethnicity. Overall, student enrollment rates increased across time in selective and advanced mathematics, science, and CTE-STEM courses, which indicates a promising prospect for the STEM pipeline. However, there were exceptions in several courses with gender and racial/ethnic differences in the trends. Gender disparity was greater in advanced science courses than advanced mathematics courses, and collectively, gender gap in CTE-STEM courses increased greater than advanced mathematics and advanced science courses across years. While racial/ethnic differences were constant across years in both advanced mathematics and advanced science courses, the differences were rising in CTE-STEM courses in recent years. Conclusions As little is known about students’ preferences in course-taking in STEM courses at the state level, the findings on the trends in students’ STEM course-taking, disaggregated by gender and race/ethnicity, can provide needed insights on what institutional K-12 changes would be effective for impacting the STEM pipeline.
机译：摘要背景在美国德克萨斯州的背景下，众议院第5号法案标志着一项重大政策转变，要求从2014年秋季开始入学的高中生必须选择一种认可，例如科学，技术，工程和数学（STEM）就是其中之一，使学生更早地接触到连贯的课程序列。由于我们在认可要求之前几乎不了解学生的选择，因此本研究探索了6年的数据（2008-2013年），涉及高中学生在数学，科学，职业和技术教育（CTE）-STEM课程中的入学率得克萨斯州STEM课程注册趋势的基线。结果STEM相关课程的入学率因课程类型，性别和种族/民族而有很大差异。总体而言，选择性和高级数学，科学和CTE-STEM课程的学生入学率随着时间的推移而增加，这表明STEM管道的前景广阔。但是，在几门课程中也有例外，其趋势是性别和种族/种族差异。总体而言，高级科学课程中的性别差异比高级数学课程要大，而且，多年来，CTE-STEM课程中的性别差距比高级数学和高级科学课程更大。在高级数学和高级科学课程中，种族/族裔差异多年来一直保持不变，但近年来，CTE-STEM课程中的差异正在上升。结论由于对州一级STEM课程的学生选择偏好知之甚少，按性别和种族/民族划分的学生STEM课程学习趋势的发现可以提供有关什么机构K的必要见解。 -12更改将有效影响STEM管道。

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