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Quantitative Analysis of an Urban Community College S-STEM Program

– There were higher rates in student success, progress, and cumulative GPA in the group of students who received the program as an intervention than a comparison group of students, matched on previously reported measures of success, who did not receive the intervention.
– The evidence presented supports the efficacy of the UC S-STEM program in increasing student progress rate for credits earned, cumulative GPA, and success.
– Progress rates for Cohort students were lower prior to program entry than after program entry, by an average of almost three credit hours per semester. This observed difference in rate means was statistically and represented a large effect size.

STEM-Focused High Schools as a Strategy for Enhancing Readiness for Postsecondary STEM Programs

1) To what extent do students attending inclusive STEM high schools experience more advanced STEM courses, engaging STEM teaching, real-world STEM experiences, and supports for succeeding in STEM courses and applying to college than do students attending other high schools? 2) To what extent do ISHS students’ STEM interests, activities, achievement, and expectations differ from those of demographically similar students attending high schools without a STEM focus? 3) How are the features promoted for inclusive STEM high schools related to student STEM outcomes?

Increasing Persistence in Undergraduate Science Majors: A Model for Institutional Support of Underrepresented Students

Does the Program for Excellence in Education and Research in the Sciences (PEERS) program at UCLA help students to persist within STEM?

Persistence and Performance for Latino Community College Students in STEM Majors

1) Do coaching intervention models in STEM courses contribute to student semester-to-semester persistence for Latino community college students who participate in these courses, when compared to students who don’t participate? 2) Do Latino community college students who participate in college STEM courses with coaching intervention models perform better, as measured by final course GPA, when compared to students who do not participate?

Predictors of Latina/o community college student vocational choice of STEM fields: Testing of the STEM-vocational choice mode

1) Are there statistically significant effects of exogenous factors associated with observed vocational interest on the dependent variable of vocational choice in STEM at transfer for community college students? 2) Will the exogenous and observed variables in the STEM-VC model serve as a successful predictive model for the intention to major in a STEM field at transfer for Latina/o community college students? For White students? 3) Are there significant differences between Latina/o and White student respondents in the final STEM-VC model measurement and pathway model and what are these differences between the two ethnic populations?

Student and high-school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college

What is the relationship between completing a particular high-school mathematics curriculum and completing a STEM major in college? What is the relationship between student and high-school characteristics and performance in college level mathematics? Can the relationship be generalized across high schools of varying sizes, percentages of college-bound students, SES, and location in the US?

Long-Run Impacts of School Desegregation & School Quality on Adult Attainments NBER #16664

What are the long-run impacts of court-ordered school desegregation plans on adult attainments?

Gender Differences in the Effect of Peer SES: Evidence from a Second Quasi-Experimental Case Study

Extends previous research regarding gender differences in the effect of peer SES on reading and math scores among 4th grade Chicago Public School students

School Choice and Segregation: Evidence from an Admission Reform

Evaluates the effects of school choice on segregation using data from an admission reform in the Stockholm upper secondary schools.

Accelerating Mathematics Achievement using Heterogeneous Grouping

Evaluate subsequent completion of advanced high school math courses as well as academic achievement after providing an accelerated math curriculum.

The Impact of Group Diversity on Performance and Knowledge Spillover- An Experiment in a College Classroom

Examined how group characteristics affect productivity.

Intellectual Role Taking: Supporting Discussion in Heterogeneous Elementary Science Classes

How to work with teachers to develop approaches to engage all students in asking each other questions and deeply engaging relevant conceptual ideas?

Math Acceleration for All

Discusses math acceleration and heterogeneous grouping. Summarizes study of a middle school program that eliminated math tracking.

The Benefits of Diversity in Education for Democratic Citizenship

Does participation in diversity education affect the process of learning to be citizens?

Stereotypic Explanatory Bias: Implicit Stereotyping as a Predictor of Discrimination

Whether a measure of implicit stereotyping is predictive of behavior towards a partner in an interracial interaction.

Short Circuits or Superconductors? Effects of Group Composition on High-Achieving Students' Science Assessment Performance

Analyze the group processes intensely in order to understand the impact of group composition on group functioning & the scores of high-ability student

Racial Identity of Children in Integrated, Predominantly White, and Black Schools

Examine the impact of a school’s racial make-up on its students.

Equity Issues in Collaborative Group Assessment: Group Composition and Performance

Investigated the effects of group ability composition on group processes and outcomes in science performance assessments.

Ethnic Diversity and Creativity in Small Groups

Test the value of in-diversity hypothesis (that ethnic diversity produces tangible, positive effects on organizational outcome).

Effects of Cooperative Learning Teams on Student Achievement and Race Relations: Treatment by Race Interactions

Investigation of race by treatment interactions on student achievement and race relations.

Effects of Biracial Learning Teams on Cross-Racial Friendships

Studies the effects of biracial learning teams on cross-race friendship in desegregated junior high schools