High School Science Course Pathways and College Access (Poster 1)

• In Event: Excellence in Education Research: Early Career Scholars and Their Work Poster Session

Abstract

The study builds on research on science course-taking pathways taking New Jersey (NJ) as the case of focus. We describe science course pathways as sequences of science courses taken and study their predictive value for college outcomes using a cross-classified random effects model. Predictive analyses are underway, but preliminary results show science course pathways within broader categories of rigor: advanced (course with honors or AP designation), core (non-honors level core), other science (non-advanced, non-core), or applied (career and technical-focused). The top three pathways are: core-core-core; advanced-advanced-advanced; and other science-core-core. Statewide trends highlight significant disparities for Black, Latinx, economically disadvantaged, multilingual learners, and special education students who had greater proportions of students following other science-core-core pathway than the state average.

Authors

• Vandeen Campbell, Rutgers University - Newark

• Jessica Zulawski-Riccio, Rutgers University - Newark

• Amanda Jaeger, Rutgers University - Newark