Upcoming Research Studies: STEM, CTE, and Teachers

This summer, find out about upcoming studies that we are excited to share:

STEM Pipeline

In view of the nation’s leaky STEM pipeline and the persistent underrepresentation of students of color and women in STEM majors, numerous researchers have sought out to understand the factors that facilitate or hinder enrollment and persistence in these fields (Berhane, Secules, & Onuma, 2020).

To date, a large body of literature has confirmed the important role that high school experiences and coursework in math and science play in a student’s choice to enroll in and complete a postsecondary major in STEM (Harper, 2010; Perna et al., 2009; Phelps, Camburn, & Min, 2018; Robinson, 2003; Seymour & Hewitt, 1997; Onuma, Berhane, & Fries-Britt, in press; Utley, Ivey, Weaver, & Self, 2019).

The UEPC plans to extend this body of literature by examining the relationship between pre-college student characteristics and STEM major intention for Utah high school graduates.

CTE Pathways

Utah high school students enjoy access to multiple pathways as they prepare for post-secondary training, education, and careers.

Many juniors and seniors are concurrently enrolled, earning college credits while attending high school. Some high school students enroll in Utah technical colleges and have the opportunity to earn professional certificates by the time they graduate. In addition, there are multiple career and technical education opportunities, honors, and advanced placement classes, and the international baccalaureate program for high school students in Utah.

The UEPC is interested in exploring the outcomes of students based on the pathways they choose in high school.

Educator and leadership pipelines

Work from Washington state by Goldhaber and Cowan (2014) identified variation in placement and attrition among new teachers based on where they were trained.

This summer, the UEPC will explore whether similar variation exists among preparation programs in Utah.

According to Title II federal reporting, there are 12 providers—10 traditional and 2 alternative—that train teachers in Utah. Although these programs are different in many ways, including size, student demographics, and the areas in which teachers can become licensed, we know little about how post-graduation placement and retention vary by program across Utah.

We plan to take this work a step further by exploring how school leader placement and retention vary by preparation program as well. Stay tuned for updates on our exploration of educator training, placement, and retention in Utah!