Using data from the Educational Longitudinal Study: 2002, the present study examined the effects of demographic variables, high school math course-taking and high school GPA on ELL students’ STEM course-taking, achievement and attainment in college. Regression analysis showed female ELL students were more likely to take more STEM courses and get higher GPAs in STEM, but less likely than males to earn a STEM college credential. Race was found to be a significant predictor of STEM GPA and attainment. The number of years taking trigonometry and pre-calculus in high school and high school GPA were predictive of the number of STEM courses taken in college. High school GPA also strongly predicted ELL college students’ STEM GPA. Implications and future research are discussed.
"English Language Learners’ (ELLs) Science, Technology, Engineering, Math (STEM) Course-Taking, Achievement and Attainment in College,"
Journal of College Access: Vol. 3:
2, Article 5.
Available at: https://scholarworks.wmich.edu/jca/vol3/iss2/5