This study explored the math course taking patterns of Nebraska's secondary students from 2014-2020 using statewide data. Three course taking patterns were identified and examined. There are nuanced differences through these pathways based and race and gender. Student success through the pathways is dependent on course placement in the first year…

Previous research has linked student participation in Career and Technical Education (CTE) to a variety of factors, including student and family demographic characteristics. Less attention has been paid to how students' attitudes -- including their perceptions of the value of CTE courses -- impact interest in CTE course-taking. Results of the…

While there is consensus that taking advanced coursework in high school is strongly related to subsequent academic outcomes, well-qualified Students of Color are less likely than White students to take advanced high school courses. K12 schools have sought strategies to encourage more qualified Students of Color to take advanced courses in…

While there is consensus that taking advanced coursework in high school is strongly related to subsequent academic outcomes, well-qualified Students of Color are less likely than White students to take advanced high school courses. K12 schools have sought strategies to encourage more qualified Black and Hispanic students to take advanced courses…

This study explored the relationship between middle school and high school math course-taking patterns in Nebraska using statewide reported course-taking data from 2009 to 2021. Course-taking trajectories were evident starting in middle school and were then studied by considering school-level variables and student-level demographic variables.…

This study explores how high school computer science (CS) course enrollment differs by student background through an intersectional lens. I use statewide data from North Carolina that contains longitudinal student-level background and course-taking information from 2005-2006 to the 2018-2019 school year and estimate linear probability models…

Career choices are shaped by students' experiences, knowledge, and skill sets across time, reflecting not only disciplinary interests but also exposure to evolving fields such as data science (DSC). Despite a surge in interest and enrollment in data science degrees, the United States faces a growing demand for data literacy across multiple…

Understanding the relationship between high-risk courses and Fall-to-Fall retention is essential to enhance student persistence and academic achievement in higher education institutions. The purpose of this study is to examine the relationship between high-risk courses and Fall-to-Fall retention of first-time, full-time students. The course data…

The purpose of this study was to examine patterns in high school career and technical education (CTE) coursetaking by gender and race/ethnicity across two cohorts of students over time. Using high school transcript data from the Education Longitudinal Study of 2002 (ELS:2002) and the High School Longitudinal Study of 2009 (HSLS:09), we examined…

Research on the STEM educational pipeline has focused on degree attainment, finding that students who take STEM courses in high school are more likely to declare a STEM major later on (Gottfried & Bozick, "Education Finance and Policy" 11:177-202, 2016) and tend to perform better in college (Sadler & Tai, "Science…

One of the earliest indications that a student may be interested in STEM paths is the students' own self-efficacy for science as well as how they may see themselves in a STEM career as part of their science self-identity (Schlegel et al., 2019). Currently, there is a need to contribute to research that can assist agencies such as the National…

This study examines the impact of high school academic indicators and participation in the federally funded Upward Bound program on college graduation rates for first-generation, low-income students. Specifically the extent to which participation in the federally funded TRIO Upward Bound program and related factors--high school GPA, course rigor,…

This study aimed to better understand the relationships between U.S. high school students' STEM-related educational experiences, expectancy-value attitudes, achievement, course-taking, and college major choices. Analyses employed data from three waves of the High School Longitudinal Study of 2009 (HSLS:09) and used structural equation modeling to…

Nearly two thirds of students are not ready for college level work in mathematics as evidenced by the inability to succeed on standardized math placement tests. Unfortunately, this necessitates developmental coursework, which is not credit bearing, and ultimately makes these students significantly less likely to earn a college degree. This study…

This study investigated the impact middle school tracking has on outcomes in high school and the factors associated with those outcomes. Utilizing data from a large, diverse school district, this quantitative study investigated the relationships between middle school and high school English course enrollment among 4,503 middle school students. The…