ethanporcaro/eric-fulltext-meta huggingface dataset:
A Model-Based Examination of College Outcomes for AP® Fee Reduction Students. Research Report
Author: Wyatt, Jeffrey N.
Date: 2014-00-00
Type: Reports - Research
Subjects: Low Income Groups,Advanced Placement Programs,Fees,Student Financial Aid,Program Effectiveness,Gender Differences,Ethnicity,Racial Differences,Scores,Parent Background,Educational Attainment,Grade Point Average,High School Students,College Entrance Examinations,Student Characteristics,Regression (Statistics),Enrollment,College Attendance,Grades (Scholastic),College Graduates,Family Characteristics,Statistical Analysis

A recent report by Wyatt and Mattern (2011) compared college outcomes for low-socioeconomic status (low-SES) students who received Advanced Placement® (AP®) fee reductions versus low-SES students who did not participate in the AP Program. The results indicated that AP Fee Reduction students had better college outcomes than students from low-SES backgrounds who did not participate in AP. The results were parsed by gender, ethnicity, HSGPA, SAT® score, and highest parental education level to evaluate whether the AP effect remained after considering these variables. In general, there was still an AP effect; however, these analyses only controlled for one variable at a time. This report describes a follow-up study employing more rigorous methods to determine whether an AP effect remains when all demographic and academic variables are simultaneously controlled for using regression analysis. Results reveal that after controlling for gender, ethnicity, HSGPA, SAT score, and highest parental education level concurrently, low-SES students who participated in AP through the fee reduction program were more likely to enroll in a four-year college, transfer to a four-year college from a two-year college, earn higher college grades, and ultimately graduate college as compared to low-SES students not participating in AP.
Vital Signs: Texas
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Texas cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Texas students have made real progress in math since, 2003, though they have given up some of those gains over the past five years. Texas students spend more time than their peers in other states on elementary science, and they participate in more hands-on learning. Yet not all students have access and support to learn challenging content and prepare for success in college and careers. Boosting the knowledge of middle school science and math teachers should be a top state priority.
Vital Signs: West Virginia
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in West Virginia cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. West Virginia students have made scant progress in math over the past decade, and too many lack opportunities to learn challenging content to prepare them for college and careers. For example, students spend little time on elementary science, though eighth graders are more likely than their peers in other states to conduct hands-on investigations.
Vital Signs: Wisconsin
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Wisconsin cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Wisconsin students have made some progress in math over the past decade. Yet not enough students--least of all minorities--are getting exposed to challenging content to prepare them for college and careers. For example, few eighth graders have teachers with undergraduate majors in math or science. The good news is that those teachers are much more likely than teachers in other states to say they have the resources they need, though black students are least likely to have access to such teachers.
Vital Signs: Missouri
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Missouri cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Missouri students have made some progress in math over the past decade. Not enough students have the chance to learn rich and challenging content to prepare them for college and careers, and few eighth graders have teachers with an undergraduate major in math or science. Large racial and ethnic achievement gaps persist in Missouri, as in all states.
Vital Signs: New Mexico
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in New Mexico cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. New Mexico students have made progress in math over the past decade. Yet not enough students--least of all minority students--have the chance to learn challenging content to prepare them for college and careers. What's more, very few eighth graders have teachers with an undergraduate major in math or science, and science teachers say they lack the resources they need.
Vital Signs: New Jersey
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in New Jersey cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. New Jersey students have made progress in math over the past decade. Yet not enough students--least of all minorities--have the chance to learn challenging content to prepare them for college and careers. Science teachers of low-income, black and Hispanic students are most likely to say they don't have the resources they need, and their schools are most likely to lack facilities and materials for science instruction.
Vital Signs: New York
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in New York cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. New York students have made some progress in math over the past decade, yet not enough students--least of all minority students--have the chance to learn challenging content to prepare them for college and careers. Too many of the state's math and science teachers say they don't have the resources they need to succeed. Again, Black and Latino students bear the brunt of this problem.
Vital Signs: New Hampshire
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in New Hampshire cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. New Hampshire students have made some progress in math over the past decade. Yet too few eighth graders have teachers with an undergraduate major in math, especially in low-income communities. The state should pay special attention to improving science education. Elementary schools spend precious little time on the subject, and schools lack resources for the subject.
Vital Signs: North Carolina
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in North Carolina cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. North Carolina students have made some progress in math over the past decade. Yet not enough students have the chance to learn rich and challenging content to prepare them for college and careers. The state faces challenges in science. Students in the state spent little time on elementary science, and science teachers say they don't have the resources they need.
Vital Signs: North Dakota
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in North Dakota find the science, technology, engineering, and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. North Dakota's students have made some progress in math over the past decade, yet not enough have the chance to learn challenging content to prepare them for college and careers. In contrast to most other states, North Dakota has also witnessed a decline in the numbers of computing degrees and certificates awarded in the state over the past 14 years.
Vital Signs: Oklahoma
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Oklahoma cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Students have made progress in math over the past decade, yet not enough students are exposed to challenging content to prepare them for college and careers. Science is an area of particular concern. Students spend little time on elementary science, few students conduct regular hands-on investigations and science teachers say they don't have the resources they need.
Vital Signs: Ohio
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Ohio cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Ohio Students have made some progress in math over the past decade, yet not enough students--least of all minorities--have the chance to learn challenging content to prepare them for college and careers. Few eighth graders--especially low-income students--have teachers with an undergraduate major in math or science. Science teachers of low-income, black and Hispanic students are most likely to say they don't have the resources they need, and their schools are most likely to lack facilities and materials for science instruction.
Vital Signs: South Dakota
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in South Dakota cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. South Dakota students have made no gains in math over the past decade, and not enough have the chance to learn challenging content to prepare them for college and careers. The state's science teachers are more likely than peers in other states to have the resources they need, but elementary schools spend very little time on science.
Vital Signs: Tennessee
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Tennessee cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Students have made progress in math over the past decade, yet not enough students--least of all minorities--have the chance to learn challenging content to prepare them for college and careers. There is special cause for concern in science. Girls lag behind boys, not enough students conduct regular hands-on investigations and science teachers say they don't have the resources they need.
Vital Signs: Pennsylvania
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Pennsylvania cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM Education programs can help turn the tide. Pennsylvania students have made some gains in math and science, but racial and ethnic achievement gaps are among the very largest in the nation, and low-income students are least likely to have access to science labs or teachers with the resources they need. Not enough students--least of all minorities--have the chance to learn challenging content to prepare them for college and careers.
Vital Signs: Rhode Island
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Rhode Island cannot find the science, technology, engineering, and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Rhode Island students have made real progress in math since 2003, yet not enough students--least of all minorities--have the chance to learn challenging content to prepare them for college and careers. There is special cause for concern in science: Girls lag behind boys, most 8th graders don't have any teachers with a major in science, and science teachers say they don't have the resources they need.