Predicting success in STEM

The Regional Educational Laboratory Southwest has conducted a literature review to determine what predictors from primary school of postsecondary STEM success have been identified in peer-reviewed studies, with a focus on predictors for Hispanic students.

The review defined postsecondary STEM success as enrollment in, persistence in, and completion of postsecondary STEM majors or degrees. Twenty-three relevant studies were identified, but only four examined factors predictive of success specifically for Hispanic students.
Key findings from the review included:

  • The number of high school maths and science courses taken and the level of those courses predict postsecondary STEM success for all student subgroups, but racial/ethnic minority students were less likely than White students to take the highest level maths and science courses.
  • Interest or confidence in STEM showed statistically significant predictive relationships with students’ postsecondary STEM success, and the relationships were evident as early as middle school. Racial/ethnic minority and White students had similar interest and confidence in STEM.
  • Statistically significant high school predictors of postsecondary STEM success included schools’ academic rigour, percentage of students enrolled in college preparatory programmes, students’ satisfaction with their teachers, and levels of parent participation.

Source: A Review of the Literature to Identify Leading Indicators Related to Hispanic STEM Postsecondary Educational Outcomes (2016), Regional Educational Laboratory Southwest.

Teachers who improve non-cognitive skills not always top of the class

A new working paper from Mathematica Policy Research looks at the role that teachers play in developing non-cognitive skills, the non-tested academic behaviours and mindsets that contribute to children’s long-term success. These behaviours and mindsets include emotional stability, motivation, persistence, and self-control.

Data came from 310 teachers in four US districts who had agreed to have their classes videotaped, complete a teacher questionnaire, and help collect a set of pupil outcomes. The study focused on Grade 4 and 5 (Year 5 and 6) maths classes, although all of the teachers involved were generalists.

The authors examined both “teacher effects” (the teacher themselves) and “teaching effects” (classroom practices) on a range of maths test scores and non-tested outcomes, specifically behaviour in class, happiness in class, and self-efficacy in maths.

They found that individual teachers have large effects on pupils’ self-reported behaviour in class, self-efficacy in maths, and happiness in class that are similar in magnitude to effects on test scores. However, teachers who are effective at improving these outcomes often are not the same as those who raise maths test scores.

The paper concludes that efforts to improve the quality of the teacher workforce should include teachers’ abilities to promote academic behaviours and mindsets.

Source: Teacher and teaching effects on students’ academic behaviors and mindsets (2015), Mathematica.