Pursuits Beyond High School: Can STEMM-CTE Courses Sustain College-Going and Employment?

• In Event: AERA Roundtable Session 11
  In Roundtable Session: Quantitative Studies Exploring Course-Taking Patterns in Science and Math Education in High School and Beyond

Abstract

Federal policy in career and technical education (CTE) has stressed that students must have more meaningful and engaging science, technology, engineering, mathematics, and medicine (STEMM) coursework in high school to sustain college and career interests. Using nationally representative data, our study inquired into whether high school students who took a greater share of STEMM-CTE courses (to total STEMM classes) were more likely to engage in college-seeking activities, attend college, or be employed in college. Using state fixed effects models, we found that a greater share of STEM-CTE courses to total STEMM courses in high school was associated with a greater likelihood engaging in all three areas. The results were not differentiated for key under-represented groups in STEMM.

Authors

• Michael A. Gottfried, University of Pennsylvania

• Jennifer A. Freeman, The University of Pennsylvania

• Taylor Kincaid Odle, University of Wisconsin - Madison

• Shaun Michael Dougherty, Vanderbilt University

• Jay Plasman, The Ohio State University

• Daniel Klasik, University of North Carolina - Chapel Hill