Indicators for Postsecondary Hispanic STEM Success

A Review of the Literature to Identify Leading Indicators Related to Hispanic Science, Technology, Engineering, and Mathematics Postsecondary Educational Outcomes, a new report from ED’s Institute of Education Sciences, examined recent peer-reviewed studies to identify factors measured in K–12 settings related to students’ postsecondary STEM success, particularly for Hispanic students. The review revealed that the number of high school science and mathematics courses taken and the level of those courses is a consistent predictor of postsecondary STEM outcomes for all student subgroups. However, the literature indicates that minority students, including Hispanics, were less likely to take the highest-level science and mathematics courses. The reviewed research suggests that reducing disparities in science and mathematics preparation between Hispanic and white students and increasing the rates at which Hispanic students take high-level mathematics and science classes has promise for informing interventions designed to improve STEM outcomes.

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