| Title: |
Increasing High School Students' Preparation and Interest in STEM Fields: Does a Graduation Requirement Make a Difference? EdWorkingPaper No. 22-645 |
| Language: |
English |
| Authors: |
Ann Mantil; John Papay; Preeya Pandya Mbekeani; Richard J. Murnane; Annenberg Institute for School Reform at Brown University |
| Source: |
Annenberg Institute for School Reform at Brown University. 2022. |
| Availability: |
Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/ |
| Peer Reviewed: |
N |
| Page Count: |
46 |
| Publication Date: |
2022 |
| Document Type: |
Reports - Research |
| Education Level: |
High Schools; Secondary Education |
| Descriptors: |
High School Students; STEM Education; STEM Careers; Student Interests; Science Interests; Graduation Requirements; Scientific Literacy; Exit Examinations; Gender Differences; Test Bias; Educational Policy; Educational Change; Program Effectiveness |
| Geographic Terms: |
Massachusetts |
| Abstract: |
Preparing K-12 students for careers in science, technology, engineering and mathematics (STEM) fields is an ongoing challenge confronting state policymakers. We examine the implementation of a science graduation testing requirement for high-school students in Massachusetts, beginning with the graduating class of 2010. We find that the design of the new requirement was quite complicated, reflecting the state's previous experiences with test-based accountability, a broad consensus on policy goals among key stakeholders, and the desire to afford flexibility to local schools and districts. The consequences for both students and schools, while largely consistent with the goals of increasing students' skills and interest in STEM fields, were in many cases unexpected. We find large differences by demographic subgroup in the probabilities of passing the first science exam and of succeeding on retest, even when conditioning on previous test-score performance. Our results also show impacts of science exit-exam performance for students scoring near the passing threshold, particularly on the high-school graduation rates of females and on college outcomes for higher-income students. These findings demonstrate the importance of equity considerations in designing and evaluating ambitious new policy initiatives. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
ED672162 |
| Database: |
ERIC |