Variation in STEM Course Enrollment and Success in Texas Public Schools

A new study finds that Black and Hispanic students in Texas complete fewer advanced STEM courses than white students, although they have equal or better access to such classes. The study, by Regional Educational Laboratory Southwest, explored variation in availability and completion of advanced Science, Technology, Engineering and Math courses in Texas high schools for different school contexts and student groups. The study of all public high schools and high school students in Texas from 2007-08 to 2013-14 found that access to advanced STEM courses increased over time for schools in all types of locales, those with high and low proportions of economically disadvantaged students, and those with high proportions of racial/ethnic minority students. The schools that offered the greatest number of advanced STEM courses were concentrated in the state’s urban and suburban areas. Black and Hispanic students had equal, if not greater, access to advanced STEM courses in their high schools. Almost three-quarters of the state’s Black and Hispanic students attended high schools with the greatest numbers of advanced STEM courses compared with 68 percent of the state’s White students. But, Hispanic and Black students lagged White students in completing three or more advanced math or science courses, even among students demonstrating comparably high math ability. The findings suggest that other possible factors could be explored in minority students’ lower rates of completing advanced STEM courses, such as better communication with parents, more efforts in middle school to spark interest in STEM, more or higher quality school and career advising, and more access to highly qualified teachers.