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ABSTRACT
Advanced mathematics and science coursetaking is critical in building the foundation for students to advance through the STEM pathway—from high school to college to career. To invigorate students’ persistence in STEM fields, high schools have been introducing applied STEM courses into the curriculum as a way to reinforce concepts learned in traditional mathematics and science classes and to motivate students’ interests in a long-term pursuit of these areas. The author examines the role of taking applied STEM courses early in high school on taking advanced mathematics and science courses later in high school. The results suggest a positive link between early applied STEM coursetaking and later advanced mathematics and science coursetaking—one that is delineated by specific type of applied STEM course and by individual-level demographic characteristics. The findings of this study thus support policymakers and practitioners’ efforts to expand the STEM curriculum beyond traditional subjects. Continuing to do so may be one way to expand the number of students persisting in STEM.
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Funding
This material is based on work supported by the National Science Foundation [Grant Number DRL-1109849]. All work reflects the opinions and findings of the author and not of the granting agency.
AUTHOR NOTE
Michael A. Gottfried is an Assistant Professor in the Gevirtz Graduate School of Education at UC Santa Barbara. His research focuses on the economics of education and education policy. He focuses on a range of issues, including attendance–truancy, peer effects, and STEM.