An Investigation of the Impact of High School Fine Arts Course Accumulation on Mathematics Course Achievement

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Abstract

Science, technology, engineering, and mathematics (STEM) occupations, with relatively higher earnings and higher status, serve as an important site for upward mobility for those from low-socioeconomic status backgrounds. Students from low-socioeconomic backgrounds, however, tend to have poorer STEM educational outcomes. Research suggests that the integration of fine arts education into STEM curriculum (STEAM) boosts academic achievement in STEM subjects and closes achievement gaps. The distinct impact of fine arts education on mathematics achievement, however, remains underexamined. The present study explores the impact of taking fine arts courses on mathematics achievement in high school. Using the High School Longitudinal Study of 2009, this study provides evidence that credit accumulation in fine arts courses relates positively to advancing past Algebra II in high school. This estimated impact is greater for low-SES students suggesting fine arts courses may be an important resource for closing STEM disparities.

Authors

• Daniel Mackin Freeman, Portland State University

• Dara Shifrer, Portland State University