Hispanic students’ mathematics achievement in the context of their high school types as STEM and non-STEM schools

• Ali Bicer ^[1] ; Robert M. Capraro ^[1] ; Mary M. Capraro ^[1]
  1. [1] Texas A&M University

     Texas A&M University

     Estados Unidos

     
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 49, Nº. 5, 2018, págs. 705-720
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • The purpose of this paper is to demonstrate Hispanic students’ mathematics achievement growth rate in Inclusive science, technology, engineering, and mathematics (STEM) high schools compared to Hispanic students’ mathematics achievement growth rate in traditional public schools. Twenty-eight schools, 14 of which were Texas STEM (T-STEM) academies and 14 of which were matched non-STEM schools, were included in this study. A hierarchical linear modelling method was conducted. The result of the present study revealed that there was no difference in Hispanic students’ mathematics achievement growth rate in T-STEM academies compared to Hispanic students’ mathematics achievement growth rate in comparison schools. However, in terms of gender, the results indicated that female Hispanic students in T-STEM academies outperformed female Hispanic students in comparison schools in their mathematics growth rate.