The Thoughtful Use of Test Scores to Diversify the STEM Pipeline

• In Event: Using Test Scores to Cultivate Equitable Education Systems

Abstract

We have long been aware of large gaps in the pursuit of STEM degrees and careers by race/ethnicity. There are too few African American, Hispanic, American Indian, and Alaska Native students pursuing STEM career paths, and the reasons tend to center around insufficient access to a high quality STEM education, too few culturally relevant role models in STEM, and stereotypes about who can be successful in STEM (Committee on STEM Education of the National Science & Technology Council, 2018). While these gaps are analogous to general bachelor’s degree completion gaps observed by race/ethnicity, the gaps are wider in the STEM fields (Cullinane & Leegwater, 2009). In fact, there is research showing similar interest among African American and Hispanic students in the STEM fields as their white and Asian-American peers, however they fail to persist in these STEM majors at the same rates (Anderson & Kim, 2006). This issue presents an opportunity to thoughtfully use admission test scores to better support students as they pursue STEM degrees. We will share findings from a recent study in this area in this symposium.

In particular, we will share how admission test scores can be used within thoughtfully designed advising systems and campus initiatives to ensure that students who may be entering college less prepared can still have opportunities to succeed in STEM fields by receiving the appropriate targeted academic scaffolding and support. One key finding from this recent study was that although STEM students from educationally disadvantaged environments enter college with mean high school grade point averages (HSPGAs) that differ little from those of their peers, by the end of their first year of college, the mean first-year grade point averages (FYGPAs) for these STEM students from educationally disadvantaged environments is much lower than the mean FYGPAs of their peers, and by the end of the second year, the gap between the cumulative GPAs for the two groups is even larger. However, using admission test scores with HSGPA and students’ home and school environmental context information allows institutions to predict students FYGPAs and second-year cumulative GPAs more accurately than when using HSGPA alone. Paying attention to both admission test scores and environmental context information can help institutions to target instructional supports to the students that need them most to ensure that all students have the opportunity to be successful in their chosen major and have additional opportunities later on for graduate school and recruitment by top employers, long-term outcomes that may in part be influenced by cumulative GPA.

Moreover, this study showed how admission test scores can be used to increase the diversity of the student body in STEM fields by helping institutions to confidently admit the students they are most interested in to shape a class in keeping with their mission and goals, while remaining fully aware of which students may benefit from additional instructional support in the major field in order to maximize their success in college and beyond.

Author

• Jessica Marini, The College Board