Understanding The Relationship Between STEM and A-G Completion Rate At DASS High Schools And Traditional Public High Schools in California

• In Event: A College and Career Nexus That Promotes Access for All Marginalized Students

Abstract

A quantitative research study using ANOVA was conducted to investigate the relationship between STEM courses, performance on the CAASP Math Test & CA Science Test, and the A-G completion rates at Dashboard Alternative School System Schools (DASS) and Traditional Public High Schools (TPHS) in an urban district in California. Findings highlight an association between diverse STEM courses and the type of school a student attends. Where a higher diversity of STEM courses is associated with both low and high performing TPHS and a lower diversity of STEM courses is associated with low performing DASS schools. Additionally, we notice that TPHS of both low and high A-G completion have higher test scores in math and science than low performing DASS schools.

Author

• Anthony Peña, California State Polytechnic University - Pomona