Publication Title
Education Sciences
Document Type
Article
Abstract/Description
Abstract: Whereas researchers regard high school math and science coursework as the best indicator of college readiness for students in the United States, computer science coursework and its relationship to college attendance, particularly for minoritized students, have not received due attention despite its root in the mathematical and scientific reasoning ability. We examined students’ high school course completion patterns across subjects and grade levels with a special focus on elective computer science courses and whether the coursework pattern transitions worked differently for minoritized students in Texas, USA. Latent profile analysis and latent transition analysis revealed multiple patterns of coursework, including Regular, Trailing, and Computer Science-Intensive. However, high school students seemed to attempt computer science courses with an experimental attitude. High school girls, low-income, and Latinx and African American students were less likely to complete computer science courses, despite demonstrating a similar coursework pattern in the previous year. Similarly, students with limited English proficiency, those eligible for free- or reduced-price lunch programs, and Native American students systematically have a lower chance to attend college, despite sufficient academic preparation in high school. Findings highlight the challenges minoritized students face and how students approach elective computer science courses in high school.
Department
Psychology and Special Education
First Page
808
Last Page
825
DOI
10.3390/educsci12110808
Volume
12
Issue
11
ISSN
2227-7102
Date
11-13-2022
Citation Information
Chan, Hsun-Yu; Ma, Ting-Lan; Saw, Guan K.; and Huang, Yen-Ming, "High School Course-Completion Trajectories and College Pathways for All: A Transcript Analysis Study on Elective Computer Science Courses" (2022). Faculty Publications. 15.
https://digitalcommons.tamuc.edu/educ-faculty-publications/15
