Predicting Postsecondary STEM Success for Hispanic Students

A new study of Texas public high school graduates suggests that academic experiences and achievement in high school math and science are critical to Hispanic students’ postsecondary success in science, technology, engineering, and math (STEM) fields.

Nationwide, Hispanic students are underrepresented among students who complete a four-year degree in STEM areas and among workers in STEM fields. Concern is particularly acute in Texas, where Hispanic students account for 51 percent of the K–12 student population. This study, from Regional Educational Laboratory Southwest, sought to identify indicators that predict postsecondary STEM success among Hispanic students in Texas. (STEM success is defined as enrolling in, persisting in, or completing a postsecondary STEM major or degree.)

Key indicators that predict postsecondary STEM success for all student groups were the highest math course and the highest science course taken in high school. Taking Precalculus or Physics was associated with postsecondary STEM success among students who enrolled in a two-year college, and taking an Advanced Placement calculus course or Advanced Placement Physics was associated with postsecondary STEM success among students who enrolled in a four-year college. Other important indicators included the number of math courses taken, the number of science courses taken, and math and science scores on state assessments.

Hispanic students benefited from taking high school math and science courses just as much as non-Hispanic White students did. Furthermore, among students with similar academic preparation in high school, Hispanic students did not differ from non-Hispanic White students in postsecondary STEM success. This suggests that academic preparation in math and science in high school is critical to overcoming the historical pattern of lower participation in STEM majors among Hispanic students.