The Effect Of T-STEM Designation On Charter Schools: A Longitudinal Examination Of Students’ Mathematics Achievement

Year 2016, , 80 - 96, 10.08.2016

Ayse Tugba Oner , Robert M. Capraro , Mary Margaret Capraro

https://doi.org/10.19126/suje.17778

Cited By: 3

Abstract

STEM interested students and graduates shape the future of a country. However, in the U.S., the number of STEM graduates was not sufficient; therefore, to increase this number, STEM school designation started. The number of STEM schools has been increasing and Texas was one of the states showing growth over time. STEM schools in Texas (T-STEM) were converted from different schools by specific procedures. The highest number of T-STEM conversion was from charter schools. The effectiveness of T-STEM charter schools compared to regular charter schools (non-T-STEM charter) was worth to examine because the number of T-STEM schools converted from charter schools was noteworthy. Moreover, the most important goal of T-STEM schools was to improve students’ STEM achievement. In this study, to investigate the effectiveness of T-STEM charter schools, students’ mathematics achievement over three years (through high school) was examined. There were 1481 participants in the study. To have comparable two groups, propensity score matching was used. After matching, hierarchical linear modeling was used to analyze students’ mathematics achievement longitudinally considering student variables. The findings showed that T-STEM charter schools were effective to increase one minority group’s (i.e. Hispanic students) mathematics achievement over time.

Keywords

STEM, Texas STEM schools; charter schools; mathematics achievement.

Longitudinal Examination of Students’ Mathematics Achievement

Abstract

FeTeMM’e ilgi duyan öğrenciler ve FeTeMM (Fen, Teknoloji, Mühendislik, Matematik) mezunları bir ülkenin geleceğini şekillendirir. Fakat Amerika Birleşik Devletleri’nde, FeTeMM mezunlarının sayısı yetersizdi ve bundan dolayı bu sayıyı artırmak için FeTeMM okul tayini başlamıştır. FeTeMM okullarının sayısı gün geçtikçe artmaktadır. Teksas’ta zamanla FeTeMM okulları sayısında artış görülen eyaletlerden birisidir. Teksas’ta yer alan FeTeMM okulları (T-FeTeMM) belirli prosedürler doğrultusunda farklı türlerde okulların FeTeMM okullarına dönüşümü ile oluşmuştur ve TFeTeMM okullarına en yüksek sayıda dönüşüm, sözleşmeli okullar tarafından yapılmıştır. TFeTeMM sözleşmeli okullarının etkililiğinin diğer sözleşmeli okullarla karşılaştırılarak incelenmesi önemlidir çünkü T-FeTeMM sözleşmeli okullarına dönüşen sözleşmeli okulların sayısı kayda değer bir sayıdır. Ayrıca T-FeTeMM okullarının en önemli amacı öğrencilerin FeTeMM başarısını artırmaktır. Bu çalışmada T-FeTeMM sözleşmeli okullarının etkililiğini araştırmak amacıyla öğrencilerin üç yıllık matematik başarısı incelenmiştir. Çalışmada 1481 katılımcı bulunmaktadır. Karşılaştırılabilir iki grubun oluşturulması için eğilim değerleri eşleştirme yöntemi kullanılmıştır. Eşleştirmeden sonra öğrenci değişkenleri de dikkate alınarak öğrencilerin boylamsal matematik başarılarını incelemek amacıyla hiyerarşik lineer modelleme yöntemi kullanılmıştır. Sonuçlar T-FeTeMM sözleşmeli okullarının, bir azınlık grubu olan Hispanik öğrencilerin matematik başarılarının artmasında zamanla etkili olduğunu göstermiştir

Keywords

FeTeMM, Teksas FeTeMM okulları, sözleşmeli okullar, matematik başarısı

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