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ERIC Number: ED554483
Record Type: Non-Journal
Publication Date: 2013
Pages: 125
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-0645-0
A Comparison of College Readiness among Students Enrolled in Texas Science, Technology, Engineering, and Mathematics Academies and Traditional Comprehensive High Schools
Phillips, Richard L.
ProQuest LLC, D.Ed. Dissertation, Tarleton State University
The purpose of the study was to determine if differences existed in the performance of Texas Science, Technology, Engineering, and Mathematics (T-STEM) academy programs and the performance of traditional Texas comprehensive high school programs on seven indicators of college readiness defined in the Academic Excellence Indicator System (AEIS) component of the Accountability Rating System for Texas public schools and school districts. The seven indicators of college readiness for the 2010-2011 school year included: (1) advanced course/dual enrollment completion; (2) recommended high school program/distinguished achievement program graduates; (3) advanced placement/international baccalaureate results; (4) Texas Success Initiative (TSI) English language arts; (5) Texas Success Initiative (TSI) mathematics; (6) SAT/ACT results; and (7) college-ready graduates. A list of T-STEM academy programs was provided by the Texas Education Agency, from which the stand-alone T-STEM academies were selected for analysis. Of the twenty-one stand-alone T-STEM academies only 19 were found to have data available for this study. Comparative schools were selected from the Texas Education Agency Comparison School Group section of the AEIS reports of the 19 T-STEM academy programs. In order to analyze whether a difference existed between the percentage scores of the two school types on the seven AEIS indicators, a Mann-Whitney U test was performed. Analysis revealed that differences existed for the variables of advanced course/dual enrollment completion and TSI English language arts exemption. The results of this study are intended to be beneficial in assisting educators and policymakers examine the differences between traditional comprehensive high school programs and experiential education models such as T-STEM academies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas