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ERIC Number: EJ1167469
Record Type: Journal
Publication Date: 2017-Jul
Pages: 18
Abstractor: As Provided
ISSN: EISSN-2333-715X
English Language Learners' (ELLs) Science, Technology, Engineering, Math (STEM) Course-Taking, Achievement and Attainment in College
Shi, Qi
Journal of College Access, v3 n2 Article 5 p45-61 Jul 2017
Using data from the Educational Longitudinal Study: 2002, the present study examined the effects of demographic variables, high school math course-taking and high school GPA on ELL students' STEM course-taking, achievement and attainment in college. Regression analysis showed female ELL students were more likely to take more STEM courses and get higher GPAs in STEM, but less likely than males to earn a STEM college credential. Race was found to be a significant predictor of STEM GPA and attainment. The number of years taking trigonometry and pre-calculus in high school and high school GPA were predictive of the number of STEM courses taken in college. High school GPA also strongly predicted ELL college students' STEM GPA. Implications and future research are discussed.
Journal of College Access. 1903 W. Michigan Avenue, Kalamazoo, MI 49008. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A