Linking applied STEM coursetaking beyond STEM outcomes: Examining high school completion and college-going behavior

Educational dialogue has emphasized that math and science courses be more meaningful and engaging in high school. One way in which this has materialized has been through the introduction of applied STEM courses (i.e., information technology and engineering). In these courses, traditional math and science concepts are to be more educationally engaging by addressing practical challenges that reach beyond high school. Thus far, research has examined if taking applied STEM courses in high school boosts math achievement, advanced math or science coursetaking, or choosing a STEM college major. Using data from the Education Longitudinal Study of 2002, this study examined if taking applied STEM courses in 9th or 10th grades linked to high school completion and college-going behavior. The results suggested a positive association of this early applied STEM coursetaking on all end of high school and college-going measures, though the results were not differentiated by individual- or school-level characteristics. Keywords: STEM coursetaking; applied STEM; high school completion; transition to college
Historically, math and science concepts have been taught in high school independently of one another, and researchers have noted that disciplinary content is often siloed with little connection being fostered [...]