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Identifying a typology of high schools based on their orientation toward STEM: A latent class analysis of HSLS:09
Author(s) -
Vaval Luronne,
Bowers Alex J.,
Snodgrass Rangel Virginia
Publication year - 2019
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.21534
Subject(s) - typology , latent class model , locale (computer software) , psychology , subgroup analysis , class (philosophy) , mathematics education , graduation (instrument) , medical education , sociology , mathematics , statistics , medicine , computer science , confidence interval , artificial intelligence , anthropology , operating system , geometry
The purpose of this study is to investigate the extent that there is a typology of high schools based on their orientation toward science, technology, engineering, and mathematics (STEM), as well as the extent to which school‐level demographic variables and student high school outcomes are associated with subgroup membership in the typology, by analyzing data from a large nationally representative sample of high schools ( n = 940) from the High School Longitudinal Study of 2009 (HSLS:09) using latent class analysis (LCA). We used a three‐step LCA approach to identify significantly different subgroups of STEM‐oriented high schools, what covariates predict subgroup membership, and how subgroup membership predicts observed distal outcomes. We find that there are four significantly different subgroups of STEM‐oriented high schools based on their principal's perceptions: Abundant (12.3%), Support (23.3%), Bounded (10.1%), and Comprehensive (54.3%). In addition, we find that these subgroups are associated with school demographics, such as the percent of students eligible for free and reduced‐price lunch, school locale, and control (public or private). Subgroup membership is also associated with student outcomes, such as postsecondary program enrollment and intent to pursue a STEM degree.