American Institutes for Research

Working Paper 97

Characteristics of School Successful in STEM: Evidence from Two States' Longitudinal Data

Working Paper 97
Author(s): Michael Hansen

Current federal education policies promote learning in Science, Technology, Engineering, and Math (STEM) and the participation of minority students in these fields. Using longitudinal data on students in Florida and North Carolina, value-added estimates in math and science are generated to categorize schools into performance levels and identify differences in school STEM measures by performance levels. Several STEM-relevant variables show a significant association with effectiveness in math and science, including STEM teacher turnover, calculus and early algebra participation, and math and science instructional indices created from survey items in the data. Surprisingly, a negative association between students’ STEM course participation and success in STEM is consistently documented across both states, in addition to low participation of underrepresented minority students in successful schools in STEM.

Published: April 2013 | Download: pdf icon new Full Text 

© 2011, National Center for Analysis of Longitudinal Data in Education Research      | Contact Us | CALDER e-newsletter | RSS |