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International Journal of STEM Education

Table 4 Meta-analysis impact estimates for high school advanced course-taking, by student subgroup

From: Impacts of attending an inclusive STEM high school: meta-analytic estimates from five studies

Outcome

All students

Under-represented minority students

Economically disadvantaged students

Female students

3092 ISHS; 6627 comparison students

2165 ISHS; 3377 comparison students

2023 ISHS; 3929 comparison students

1506 ISHS; 3491 comparison students

Estimate

SE

Estimate

SE

Estimate

SE

Estimate

SE

Completed precalculus or calculus

.84***

.16

1.00 ***

.16

.74***

.14

1.17***

.19

Completed chemistry

.94***

.21

1.00 ***

.23

1.06***

.25

1.20***

.33

Completed physics

.19

.20

.22

.21

.24

.20

.31

.25

Took technology course

.47**

.15

.42 ***

.10

.40***

.11

.41*

.18

Took engineering course

2.29***

.29

1.92 ***

.29

1.53***

.27

2.95***

.40

  1. Under-represented minority students African American, Hispanic/Latino, or Native American, ISHS inclusive STEM high school, SE standard error
  2. ISHS differs from comparison school sample at *p < .05, **p < .01, and ***p < .001
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