Hispanic students' mathematics achievement in the context of their high school types as STEM and non-STEM schools

被引：8

作者：

Bicer, Ali ^{[1
]}

Capraro, Robert M. ^{[1
]}

Capraro, Mary M. ^{[2
]}

机构：

[1] Texas A&M Univ, Aggie STEM, College Stn, TX 77843 USA

[2] Texas A&M Univ, Dept Teaching Learning & Culture, College Stn, TX USA

来源：

INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY | 2018年 / 49卷 / 05期

关键词：

STEM schools; mathematics achievement; Hispanic students' achievement;

D O I：

10.1080/0020739X.2017.1410735

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The purpose of this paper is to demonstrate Hispanic students' mathematics achievement growth rate in Inclusive science, technology, engineering, and mathematics (STEM) high schools compared to Hispanic students' mathematics achievement growth rate in traditional public schools. Twenty-eight schools, 14 of which were Texas STEM (T-STEM) academies and 14 of which were matched non-STEM schools, were included in this study. A hierarchical linear modelling method was conducted. The result of the present study revealed that there was no difference in Hispanic students' mathematics achievement growth rate in T-STEM academies compared to Hispanic students' mathematics achievement growth rate in comparison schools. However, in terms of gender, the results indicated that female Hispanic students in T-STEM academies outperformed female Hispanic students in comparison schools in their mathematics growth rate.

引用

页码：705 / 720

页数：16

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