IDEAS home Printed from https://ideas.repec.org/a/spr/reihed/v62y2021i4d10.1007_s11162-020-09602-y.html
   My bibliography  Save this article

The Role of Math Misalignment in the Community College STEM Pathway

Author

Listed:
  • Elizabeth S. Park

    (University of California, Irvine, 3018 Anteater Instruction and Research Building)

  • Federick Ngo

    (University of Nevada, Las Vegas College of Education)

  • Tatiana Melguizo

    (University of Southern California Rossier School of Education)

Abstract

Limited attention has been placed on the relationship between developmental math and STEM outcomes in community college. We therefore examine one particular experience during the transition from high school to college called math misalignment, which occurs when college students are placed lower in math than is warranted given their high-school course-taking history and record of achievement. Drawing on analysis of linked high school and community college student records, we find that a majority of students in the study sample experienced math misalignment in community college. Moreover, math misalignment especially hindered STEM-aspiring students from pursuing STEM pathways. STEM-aspiring students who experienced math misalignment were less likely to complete STEM courses than STEM-aspiring students who were directly placed in transfer-level math. This study underscores the importance of aligning academic standards across high-school and postsecondary institutions as a means of improving STEM participation.

Suggested Citation

  • Elizabeth S. Park & Federick Ngo & Tatiana Melguizo, 2021. "The Role of Math Misalignment in the Community College STEM Pathway," Research in Higher Education, Springer;Association for Institutional Research, vol. 62(4), pages 403-447, June.
    • Handle: RePEc:spr:reihed:v:62:y:2021:i:4:d:10.1007_s11162-020-09602-y
    DOI: 10.1007/s11162-020-09602-y
    as

    Download full text from publisher

    File URL: http://link.springer.com/10.1007/s11162-020-09602-y
    File Function: Abstract
    Download Restriction: Access to the full text of the articles in this series is restricted.
    File URL: https://libkey.io/10.1007/s11162-020-09602-y?utm_source=ideas
    LibKey link: if access is restricted and if your library uses this service, LibKey will redirect you to where you can use your library subscription to access this item
    ---><---

    As the access to this document is restricted, you may want to search for a different version of it.

    References listed on IDEAS

    as
    1. Martyn Andrews & Thorsten Schank & Richard Upward, 2006. "Practical fixed-effects estimation methods for the three-way error-components model," Stata Journal, StataCorp LP, vol. 6(4), pages 461-481, December.
    2. Tatiana Melguizo & Holly Kosiewicz & George Prather & Johannes Bos, 2014. "How are Community College Students Assessed and Placed in Developmental Math? Grounding Our Understanding in Reality," The Journal of Higher Education, Taylor & Francis Journals, vol. 85(5), pages 691-722, September.
    3. Todd Stinebrickner & Ralph Stinebrickner, 2012. "Learning about Academic Ability and the College Dropout Decision," Journal of Labor Economics, University of Chicago Press, vol. 30(4), pages 707-748.
    4. Ralph Stinebrickner & Todd R. Stinebrickner, 2014. "A Major in Science? Initial Beliefs and Final Outcomes for College Major and Dropout," The Review of Economic Studies, Review of Economic Studies Ltd, vol. 81(1), pages 426-472.
    5. Marianne Bertrand & Esther Duflo & Sendhil Mullainathan, 2004. "How Much Should We Trust Differences-In-Differences Estimates?," The Quarterly Journal of Economics, President and Fellows of Harvard College, vol. 119(1), pages 249-275.
    6. Sophia Rabe-Hesketh & Anders Skrondal, 2012. "Multilevel and Longitudinal Modeling Using Stata, 3rd Edition," Stata Press books, StataCorp LP, edition 3, number mimus2, March.
    7. Xueli Wang & Ning Sun & Seo Young Lee & Brit Wagner, 2017. "Does Active Learning Contribute to Transfer Intent Among 2-Year College Students Beginning in STEM?," The Journal of Higher Education, Taylor & Francis Journals, vol. 88(4), pages 593-618, July.
    8. Xueli Wang, 2016. "Course-Taking Patterns of Community College Students Beginning in STEM: Using Data Mining Techniques to Reveal Viable STEM Transfer Pathways," Research in Higher Education, Springer;Association for Institutional Research, vol. 57(5), pages 544-569, August.
    9. Joshua Goodman, 2019. "The Labor of Division: Returns to Compulsory High School Math Coursework," Journal of Labor Economics, University of Chicago Press, vol. 37(4), pages 1141-1182.
    10. Peter Riley Bahr & Grant Jackson & Jon McNaughtan & Meghan Oster & Jillian Gross, 2017. "Unrealized Potential: Community College Pathways to STEM Baccalaureate Degrees," The Journal of Higher Education, Taylor & Francis Journals, vol. 88(3), pages 430-478, May.
    11. Awilda Rodriguez, 2018. "Inequity by Design? Aligning High School Math Offerings and Public Flagship College Entrance Requirements," The Journal of Higher Education, Taylor & Francis Journals, vol. 89(2), pages 153-183, March.
    12. Michael A. Gottfried & Robert Bozick, 2016. "Supporting the STEM Pipeline: Linking Applied STEM Course-Taking in High School to Declaring a STEM Major in College," Education Finance and Policy, MIT Press, vol. 11(2), pages 177-202, Spring.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Bobba, Matteo & Frisancho, Veronica, 2022. "Self-perceptions about academic achievement: Evidence from Mexico City," Journal of Econometrics, Elsevier, vol. 231(1), pages 58-73.
    2. Fossen, Frank M. & Glocker, Daniela, 2017. "Stated and revealed heterogeneous risk preferences in educational choice," European Economic Review, Elsevier, vol. 97(C), pages 1-25.
    3. Delaney, Judith M. & Devereux, Paul J., 2021. "High School Rank in Math and English and the Gender Gap in STEM," Labour Economics, Elsevier, vol. 69(C).
    4. Todd Stinebrickner & Ralph Stinebrickner & Paul Sullivan, 2018. "Job Tasks and the Gender Wage Gap among College Graduates," University of Western Ontario, Centre for Human Capital and Productivity (CHCP) Working Papers 20183, University of Western Ontario, Centre for Human Capital and Productivity (CHCP).
    5. Pamela Giustinelli & Charles F. Manski, 2018. "Survey Measures Of Family Decision Processes For Econometric Analysis Of Schooling Decisions," Economic Inquiry, Western Economic Association International, vol. 56(1), pages 81-99, January.
    6. Ghazala Azmat & Katja Maria Kaufmann, 2021. "Formation of College Plans: Expected Returns, Preferences and Adjustment Process," SciencePo Working papers Main hal-03812823, HAL.
    7. Johannes S. Kunz & Kevin E. Staub, 2016. "Subjective Completion Beliefs and the Demand for Post-Secondary Education," SOEPpapers on Multidisciplinary Panel Data Research 878, DIW Berlin, The German Socio-Economic Panel (SOEP).
    8. Timothy N. Bond & George Bulman & Xiaoxiao Li & Jonathan Smith, 2018. "Updating Human Capital Decisions: Evidence from SAT Score Shocks and College Applications," Journal of Labor Economics, University of Chicago Press, vol. 36(3), pages 807-839.
    9. Backes-Gellner, Uschi & Herz, Holger & Kosfeld, Michael & Oswald, Yvonne, 2021. "Do preferences and biases predict life outcomes? Evidence from education and labor market entry decisions," European Economic Review, Elsevier, vol. 134(C).
    10. Clemens Fuest & Andreas Peichl & Sebastian Siegloch, 2018. "Do Higher Corporate Taxes Reduce Wages? Micro Evidence from Germany," American Economic Review, American Economic Association, vol. 108(2), pages 393-418, February.
    11. Erica Blom & Brian C. Cadena & Benjamin J. Keys, 2021. "Investment over the Business Cycle: Insights from College Major Choice," Journal of Labor Economics, University of Chicago Press, vol. 39(4), pages 1043-1082.
    12. Bond, Timothy N. & Bulman, George & Li, Xiaoxiao & Smith, Jonathan, 2016. "Updated Expectations and College Application Portfolios," MPRA Paper 69317, University Library of Munich, Germany.
    13. Michela Maria Tincani & Fabian Kosse & Enrico Miglino, 2022. "The Effect of Preferential Admissions on the College Participation of Disadvantaged Students: The Role of Pre-College Choices," CESifo Working Paper Series 10020, CESifo.
    14. Mangrum, Daniel, 2022. "Personal finance education mandates and student loan repayment," Journal of Financial Economics, Elsevier, vol. 146(1), pages 1-26.
    15. Ralph Stinebrickner & Todd Stinebrickner & Paul Sullivan, 2019. "Job Tasks, Time Allocation, and Wages," Journal of Labor Economics, University of Chicago Press, vol. 37(2), pages 399-433.
    16. Ralph Stinebrickner & Todd Stinebrickner & Paul Sullivan, 2019. "Beauty, Job Tasks, and Wages: A New Conclusion about Employer Taste-Based Discrimination," The Review of Economics and Statistics, MIT Press, vol. 101(4), pages 602-615, October.
    17. Biewen, Martin & Schwerter, Jakob, 2019. "Does More Math in High School Increase the Share of Female STEM Workers? Evidence from a Curriculum Reform," IZA Discussion Papers 12236, Institute of Labor Economics (IZA).
    18. Gong, Yifan & Stinebrickner, Ralph & Stinebrickner, Todd, 2022. "Marriage, children, and labor supply: Beliefs and outcomes," Journal of Econometrics, Elsevier, vol. 231(1), pages 148-164.
    19. Benjamin Elsner & Ingo E Isphording & Ulf Zölitz, 2021. "Achievement Rank Affects Performance and Major Choices in College [Gender, competitiveness, and socialization at a young age: evidence from a matrilineal and a patriarchal society]," The Economic Journal, Royal Economic Society, vol. 131(640), pages 3182-3206.
    20. Johannes Berens & Kerstin Schneider & Simon Görtz & Simon Oster & Julian Burghoff, 2018. "Early Detection of Students at Risk – Predicting Student Dropouts Using Administrative Student Data and Machine Learning Methods," CESifo Working Paper Series 7259, CESifo.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:spr:reihed:v:62:y:2021:i:4:d:10.1007_s11162-020-09602-y. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Sonal Shukla or Springer Nature Abstracting and Indexing (email available below). General contact details of provider: http://www.springer.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.