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Investigating the impact of an urban community school effort on middle school STEM‐related student outcomes over time through propensity score matched methods
Author(s) -
Sondergeld Toni A.,
Provinzano Kathleen,
Johnson Carla C.
Publication year - 2020
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/ssm.12387
Subject(s) - preparedness , ethnic group , propensity score matching , academic achievement , population , community college , cohort , immigration , medical education , psychology , mathematics education , demography , medicine , sociology , geography , political science , archaeology , anthropology , law
This study investigates the impact of an urban community school reform initiative that focuses on an immigrant and refugee population in middle school. A 6th–8th grade cohort of students in the community school are followed over time and compared to a propensity score matched group on overall GPA, mathematics, and science academic outcomes and traditional college preparedness indicators. Further, a deeper dive into the intersection of gender and race/ethnicity was examined on all outcomes. Findings revealed that students in the urban community school demonstrated significantly more preparedness to enroll in college and move into a STEM field if they desired compared to the matched students. All gender/racial groups in the community school performed significantly higher than those in the matched group. Further, all gender/racial groups of students in the urban community school defied standard academic achievement drops common over time in middle school, and instead increase overall, math, and science grades from 6th to 8th grade.