ED 354 296

AUTHORTITLE

INSTITUTIONREPORT NOPUB DATENOTEAVAILABLE FROM

PUB TYPE

EDRS PRICEDESCRIPTORS

DOCUMENT RESUME

UD 029 057

Ayers, Don; And OthersA Study of the Participation and Achievement ofBlack, Hispanic and Femvle Students in Mathematics,Science and Advanced Technologies in VirginiaSecondary Schools.Virginia State Dept. of Education, Richmond.RFP-91-36/46Apr 9284p.

Virginia Department of Education, Office of PublicAffairs, 25th Floor, P.O. Box 6-Q, Richmond, VA23216 --2060 ($3.10).

Reports Research/Technical (143)Tests /Evaluation Instruments (160)

MF01/PC04 Plus Postage.Academic Achievement; *Black Students; Enrollment;*Females; *Hispanic Americans; Magnet Schools; Males;*Mathematics Achievement; *Racial Differences;Science Education; Secondary Education; SecondarySchool Students; *Sex Differences; StatisticalAnalysis; Student Participation; TechnologyEducation; White Students

IDENTIFIERS Hispanic American Students; Science Achievement;Virginia

ABSTRACTThis study conducted a statistical analysis to look

at the participation and achievement of Black, Hispanic, and femalesecondary education students in mathematics, science, and advancedtechnology programs in schools in Virginia, compared to those ofWhite students and male students. In particular, the study applieddescriptive and inferential statistical methods to developpercentages, frequencies, means, and binomial proportionalitystatistics using data collected via the Student Enrollment Survey andthe Virginia Vocational Education Reporting System. For measures ofstudent achievement, the study analyzed data on awarding of diplomas,scores from a national assessment, enrollment in five Virginia magnetschools, scores on a State Assessment Program instrument,participation in student science competitions, and enrollment inadvanced programs. The analysis found that Black and Hispanicstudents were participating and achieving at rates lower than wereWhite students; the difference in both participation rates andachievement was greater for Black students than for Hispanicstudents; and female students participated and achieved on a par withmale students in most facets of mathematics and science studies. Sixappendixes present statistical analyses of enrollment data, theVirginia State Department of Education work plans, a studentenrollment survey form, statistical summaries, Virginia science andtechnology magnet school enrollment data, and a list of secondaryschool course offerings. A 16-item bibliography is included. (JB)

FOR EDUCATION

U.S. DEPARTMENT OF EDUCATIONOft* of Educational Research and improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

14 This document has been reproduced asreceived born the person or organizationoriginating it

O Minor changes have been made to improvereproduction Quality

Points of view or opinions staleo in 15.5 docu-ment do not necessarily represent officialOERt position or policy

RiP # 91- 36/46

SCOPE OF INTEREST NOTICE

The ERIC Facility has assigneethis document for processingto:

In our Judgment. this documentis also ot interest to the Clear.inghouses noted to the rightIndexing should reflect theirspecial points ot view.

April 1992

A Study of the Participation andAchievement of Black, Hispanic andFemale Students in Mathematics,Science and Advanced Technologiesin Virginia Secondary Schools

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

T- Fc1 nat.

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

Virginia Department of Education

E

'41111M1111111111

2 BEST COPY AVAILABLE

EXECUTIVE SUMMARY

A survey of the current literature describes a lack ofparticipation and achievement of minority students, especiallyblack and Hispanic, in the areas of mathematics, science, andadvanced technologies. Research suggests that some minoritystudents, especially Hispanic and black, have significantly lowerlevels of achievement in mathematics, science, and technology thando white students. The purpose of this study was to assess theachievement and participation of black, Hispanic, and femalestudents in mathematics, science, and technology courses ascompared to that of white students and male students, asappropriate, in Virginia public schools. Data were analy7ed todetermine if a discrepancy existed between the achievement andparticipation of the white student population and that of blackand Hispanic students, and or between male and female students inVirginia's public schools.

Educational intervention strategies which have beensuccessful in reducing the disparity in minority and femaleachievement and participation in mathematics, science, andtechnology programs in secondary schools are also included in thisreport. The intervention strategies suggested are now in placeeither in schools or as community efforts. The ultimate goal isthat all students, regardless of race or gender, achieve successand become literate in mathematics, science, and technology.

PROCE:URE

The National Prospective on minority participation andachievement in mathematics, science, and technology was determinedthrough a review of current literature including an ERIC search.Secondly, data collected via the Student Enrollment Survey (SES,1991) and the Virginia Vocational Education Reporting System(VERS, 1991) were evaluated. These enrollment data were analyzedby gender and ethnicity, using descriptive and inferentialstatistical methods, to develop percentages, frequencies, means,and binomial proportionality statistics An explanation of the useof the binomial proportionality status appears in Appendix A.Female enrollment was compared to male enrollment for mathematics,science, and technology. Minority ethnic enrollments werecompared to white enrollment and to the percentage of the totalsample represented by each minority ethnic group.

In addition, the following data were analyzed bygender and

ethnicity as measures of student achievement in mathematics,

science, and technology:

The state 1990 aggregate data regarding the awarding ofdiplomas by gender and ethnicity

Scores of the Virginia students participating in the 1991

National Assessment of Educational Progress (NAEP)

mathematics proficiency test

1991-92 enrollment in the five Virginia magnet schools for

science and technology

Division mathematics and science scores on the 1990-91Virginia State Assessment Program (VSAP) fourth, eighth and

eleventh grade tests

Participation in the Virginia Junior Academy of Science

(VJAS) 1991 student competition

The advanced course enrollment and demographics of student

participants in the National Science Scholars Program for

1991 by gender and ethnicity.

FINDINGS

Black and Hispanic students were found to participate and

achieve in mathematics, science, and technology at rates lower

than those found for white students. This was especially notedin

advanced courses. The difference in both participation rates and

achievement was greater for black students than for Hispanic

students. Female students participated and achieved on par with

male students in most facets of mathematics and science studies.

An exception was found in advanced mathematics participation where

the percentage of male students (52.6 %) exceeded that of female

students (47.4%) by approximately five percentage points,a

significant difference. Male students also had greater

participation rates in VJAS mathematics competition where 85

percent of the participants were male. In addition, black andfemale students are represented at a disproportionately low rate

when compared to white males in the current Virginia science and

technology magnet school enrollment.

The enrollment of black (8.0%) and female (12.3%) students in

the most advanced technology program, pre-engineering, was lower

than the respective population percentages (19.4% and 50.8%). The

population percentages cited are the percentages of eleventh-grade

students in the Virginia State Assessment Program by gender and

ethnicity.

ii

The rate of enrollment and achievement test scores of whitestudents exceeded that of black students in mathematics, andscience. There was no significant difference in the rate ofenrollment of Hispanic and white students J_n academic sciencecourses. However, differences were noted on achievement testscores of Hispanic students in mathematics and science and in therate of enrollment of Hispanic students in mathematics andtechnology compared to white students.

RECOMMENDATIONS

The Department of Education should form a team that includesmathematics, science, and technology educators to plan a symposiumfor developing a strategic plan to promote systematic improvementsin the participation ( enrollment) and achievement of black,Hispanic, and female students in mathematics, science, andtechnology. The planners should consider, but not limitdiscussion to, the following potential intervention activities andstrategies. These suggested strategies, as indicated in theparenthetical references, are based on programs and strategiessuccessfully implemented both nationally and in Virginia.

Develop special pre-school mathematics, science, andtechnology readiness programs. Such programs have beenmodeled in Virainia, but as far as was determined, on avery small scale. (The Dwight D. Eisenhower Mathematics andScience Education Act)

Develop special programs for secondary students such asafter-school and Saturday enrichment programs. Suchprograms, targeted at underrepresented students, haveprovided mathematics, science, and technology enrichmentboth nationally and in Virginia. (National ScienceFoundation)

Provide mentorship, scholarship and internship programs andjob shadowing opportunities by business/industry and thepublic sector. These programs have been modeled inVirginia's science and technology magnet schools as well asin initiatives throughout the Commonwealth. (StudeitEnrollment Survey)

Develop instructional models to improve teacher inserviceand preservice training to address the special educationalneeds of black, Hispanic, and other under-representedstudents. (Southeastern Consortium for minorities inEngineering)

iii

Identify teacher recruitment practices that recognize the

need for appropriate role models for minority and female

students. (National Science Foundation, Student.Enrollment

Survey)

Develop programs for parents that prepare them to helptheir children make course selection decisions and consider

career choices in mathematics, science, and technology.

(Student Enrollment Survey)

Develop mathematics and science enrichment programs outside

of the public secondary setting, supported cooperatively by

the Board of Education, the State Council of HigherEducation, and business and community organizations. These

enrichment programs develop the interest and achievement ofminority and female students in mathematics and science andprovide access to such instruction to a larger number ofstudents. (National Science Foundation)

Develop and implement classroom instructional strategiesthat encourage female students to pursue advanced physicalscience courses and mathematics studies. (The Mid-Atlantic

Center for Sex Equity)

The strategic plan developed should be integrated into theDepartment of Education's educational reform plans such as World

Class Education (WCE) any? Virginia Quality Education for Science

and Technology (V-QUEST) .

It is further recommended that each individual schooldivision evaluate the distribution of its student population in

applied/general, academic, and advanced academic mathematics,

science, and technology courses, by gender and ethnicity.If

minority/female participation rates are revealed to be lower than

that of white male students, a local strategic plan should bedeveloped and implemented to address increasing the participation

rate of the underrepresented.

PREFACE

This report on the achievement of black, Hispanic, and femalestudents in mathematics, science, and technology was conducted inresponse to Department of Education RFPs 91-36 and 91-46 by aninterdisciplinary team of staff members:

Dr. Don AyersAssociateGuidance

Sharon BryantAssociateMathematics Education

Timothy Cotmar, Team LeaderAssociateScience Educaticr.

James FirebauohPrincipalScience Education.

Dan KeCingAssociateResearch and Evaluation

Susan ParsonsAssociateMathematics Education

George WillcoxPrincipalTechnology Education

study was dr,v."..rci and conducted w-1-. the assistance andsupervision cf the colicw'no:

Dr. Ida J. H'llDeputy SuperintendentStudent Services

Cr. Helen StiffDivision ChiefPre and Early Adolescent

ACKNOWLEDGMENT

The Department of Education gratefully acknowledges theassistance of the Virginia school divisions for providing theinformation necessary to complete this study.

1-1

A STUDY OF THE ACHIEVEMENT AND PARTICIPATION OF BLACK,HISPANIC, AND FEMALE STUDENTS IN MATHEMATICS, SCIENCE, AND

ADVANCED TECHNOLOGIES IN VIRGINIA SECONDARY SCHOOLS

TABLE OF CONTENTS

I. Executive Summary

II. Preface

II. Acknowledgment

IV. Introduction 1

V. Findings: Status of Flack, Hispanic, and FemaleParticipation and Achievement in Mathematics,Science, and Technclogy: The National Perspective 4

VI. Findings: Status of Black, Hispanic, and FemaleParticipation and Achievement in Mathematics,Science, and Technology in Virginia's Schools 8

VII. Findings: Approaches to Increase Enrollment of Black,Hispanic, and Female Students in Mathematics,Science, and Technology 35

VIII .Summary cf 37

IX. Recommenda''or, 40

X. Bibliography 42

XI. Appendices 45

A. Statistical Analyses of Enrollment Data 46

B.DOE RFPs and ApprovedWork Plan 91-3E and 91-46 50

C.Student Enrollment Survey Form El

D.Data Summary for Mathematics,Science, and Technology

E.Virginia Science and Technology MagnetSchools Enrollment by Ethnicity and Gender 67

F.Sec.ondary Mathematics, Science, andTechnology Course Offerings 69

INTRODUCTION

This study was conducted to determine the status of theachievement and participation of black, Hispanic, and femalestudents in mathematics, science, and technology in Virginiaschools as compared to the achievement and participation of whiteand male students in the same courses. The study team also soughtto identify intervention strategies and initiatives to improve theachievement and participation rates of those student groups forwhom the data identified a need.

As directed by Department of Education RFPs 91-36 and 91-46,the study team attempted to address the following issues:

Determine if black and Hispanic student achievement inmathematics and science is significantly lower than theachievement of the total population of students inVirginia.

Determine if participation of black and Hispanic studentsin advanced level mathematics and science courses issignificantly lower than for the total population cfstudents in Virginia.

Determine if female student achievement and participationin mathematics, science, and technology is significantlylower than that cf male students in Virginia.

Determine the magnitude of disparity in achievement andparticipation of between and among the ethnic groupsstudied and establish the degree of need for strategicintervention.

Identify mathematics, science, and technology programswhich have proven successful in improving the achievementof minority, and female students.

Develop a strategic plan for integrating identifiedintervention programs into Department of Education CommonCore of Learning, Restructuring, V-QUEST, and otherreform initiatives.

1

PPCET,URE

The arrrcach adopted by the study team, involved the

following pr.:-.:cedure. The National Prespective on minority

participation; and achievement in mathematics, science, andtechnology was determined through a review of current literatureincluding an ERIC search. Secondly, data collected via the Student.

Enrollment Survey (SES, 1991) and the Virginia VocationalEducation Reporting System (VERS, 1991) were evaluated. Theseenrollment data were evaluated by gender and ethnicity, usingdescriptive and inferential statistical methods, to developpercentages, frequencies, means, and binomial proportionalitystatistics. Female enrollment was compa-ed to male enrollment foreach discipline studied, while minority ethnic enrollments werecompared to white enrollment and to the percentage of the totalsample represented ethnic groups.

In addition, the following data were analyzed by °ender and

ethnicity as measures of student achievement on tests inmathematics, science, and technology:

Virginia state 1990 data regarding the awarding ofdiplo7.a5. by gender and ethnicity

Scores on the 1991 National Assessment of Educational1.1-;:oress (NAEP) mathematics proficiency test

1991-92 enrollment in the five Virginia maanet schoolsfor science and technology

E.ivisic,n mathematics and science 1990-91 scores on theVirginia State Assessment Program (VSAP) fourth, eighthand eleventh grade tests

Pa-t4r.'pation in the Virginia Junior Academy of Science199: student competition

Advanced course enrollment of student participants in theNational Science Scholars Program for 1991 by gender and

ethnicity

LIMITATIONS

Information and data for this study were collected subjectto several limiting conditions. These conditions were consideredin developing the findings and recommendations for this report.

2

While an attempt was made to acquire data from the entireVirginia secondary school population data were receivedfrom schools representing 82 percent of school divisions.The sample is however, assumed to be representative ofthe Virginia secondary school population.

0

Achievement data were obtained from state and nationalassessments in which Virginia students participated butnot sr,ecifically collected for this

Achevement and participation are results of multipleevents that include teacher and parent expectations,instructional strategies, peer group pressures, andavailability of incentives and local programs to increaseinterest in certain subject areas. Therefore it shouldbe recognized that variables other than those examined inthis study affect achievement and participation.

The study focused on student participation andachievement in secondary mathematics, science, andtechnology in Virginia's public schools, with theexception of VSAP data which included other grade levels.

The technology education data from the VirginiaVocational Education Reporting System is an unduplicatedenrollment count. The count of students in the severaltechnology education programs can vary from thatpresented herein because students enrolled in more thanone program were only counted in one program. The totalcount: represented all students enrolled in vocationalprograms but the actual enrollment for individualprograms may be greater than reported.

DEFINITION OF .TERX.

The following definitions and descriptions of terms arepresented to provide an understanding of these terms as used inthis report.

Participation: Enrollment of student in specificcourses or course levels

Applied/General Courses: Courses designed forstudents perceived to be of lower ability or to lack theappropriate preparation for higher level course

Academic Courses: Courses designed for studentsperceived to be of average to high ability

Advanced Academic Courses: Courses designed forstudents perceived to have high ability

Unduplicated Enrollment: A one-time count of studentswho completed more tharf one vocational course

I i 3

FINDINGS: STATUS OF BLACK, HISPANIC, AND FEMALEPARTICIPATION AND ACHIEVEMENT IN MATHEMATICS, SCIENCE, AND

TECHNOLOGY: THE NATIONAL PROSPECTIVE

A study LaaJazjiag____AIILIQ_Nd.ELaaineQ_z_ing, published in 1989 by the Task Force on Women,Minorities, and the Handicapped in Science and Technology,reported that in the United States, black-, comprise only 2 percentof all employed scientists and engineers even though they make up12 percent of the general population. In 1989, blacks earned 5percent of the bachelor's degrees and one percent of the Ph.Ds in

science and engineering. In 1988, only 47 blacks earneddoctorates in science and only 15 earned them in engineering. TheTask Force study indicated that black women earned more bachelor's

degrees in science than black men but only a third as manybachelor's degrees in engineering.

The Task Force study also indicated that the picture issimilar for Hispanics. Hispanics are America's fastest growingminority groups, comprising nine percent of the population. Only 2percent of Hispanics, however, are scientists and engineers. Theyhold 3 percent of all bachelor's degrees and 2 percent of allr-h.Dn in science and enaineerihg. Hispanic women earn slightlyfewer bachelor's degrees in science than Hispanic men but only one-sixth as many bachelor's degrees in engineering.

Another group studied in this report was white women. While

they make up only 10 percent of all employed scientists andengineers, they are 43 percent of the U.S. population. In 1989,white women earned 22 percent of all bachelor's degrees but only13 percent of the Ph.Ds in engineering. They are more likely thanmales to be enrolled in the life sciences at the undergraduatelevel, and eight times more likely to be in life sciences at tegraduate level. While increasing numbers of white women areentering careers in science and engineering, they do not seem tobe choosing these careers in the same proportions as otherprofessional areas.

Czujko and Bernstein (1989) , in a report about high schoolstudent enrollment in mathematics and science courses, reportedthe following findings:

Physics and Chemistry

Most high school seniors (60%) have taken neither physicsnor chemistry. Dramatic attrition occurs very early inthe mathematics course sequence for students who do nottake physics or chemistry.

Among hiah school seniors, those who take physics havethehiohest achevement test scores in mathematics,reading, and vocabulary. Physics students are also theMost involved in extra-curricular activities.

An educational process starting with mastering basicskills and enrolling in an academic curriculum w;_31 mostlikely result in students taking physics and chemistry aswell as aspiring to graduate from a four-year college.

Less than one-third of the women in a high schoolchemistry class take physics, while over half of the mendo so.

Nearly 60 percent of the students who take high schoolchemistry, but not physics, are female.

Students who anticipate majoring in education duringcolLeg are the least likely of any other surveyed majorto have taken a high school course in physics orchemistry. Students who intend to major in the healthsciences and social sciences are predominantly female andare mcs. _ likely to have taken chemistry but not physicsin schcol.

Students who anticipate majoring in engineerin; or thephysical sciences during_ college are overwhelmingly maleand are the most likely to have completed physics in highschool.

Race and Ethnic Eackground

Among students with poor reading skills, blacks andHispanics are more likely than Asians or whites to haveproblems with mathemati

Among students with strong reading skills, Asians andwhites are more likely than blacks or Hispanics to havestrong mathematics skills.

Eighty-four percent of black students and 78 percent ofHispanic students score lower on mathematics achievementtests than average white students.

Among students with exceptional mathematics achievementtest scores, black students are more likely than studentsfrom any other racial group to take both physics and

r 5

Black students have high postsecondary school

expectations, but proportionally few are enrolled in

college preparatory programs.

P.7-ong seniorstest scores,enrolled in a

with above average mathematics achievementHispanics are the least likely to be

college preparatory program.

THE GENDER GAP IN MATHEMATICt AND SCIENCE

Females score lower than males on tests of mathematics

achievement.

Females and males are equally likely to take Algebra I,

Out males are somewhat more likely to take geometry,Algebra II, and chemistry. In trigonometry and calculus,males outnumber females by 3 to 2.

Male and female students who score equally well on themathematics achievement test are equally likely to take

chemistry and trigonometry. But females cf high

mathematics aptitude are somewhat less likely than males

cf similar aptitude to take calculus.

Significantly fewer female students with exceptionalachievement test scores in mathematics take physicscompared to their male classmates with identical testscores. There appear to be unique barriers keepingfemales out of physics classes.

Even though women are participating in the labor forceand in higher education in record numbers, they are still

heavily drawn into female-dominated careers andinfrequently move into traditionally male careers.

Neither differences in mathematics achievement nor

differences in mathematics and science coursework canaccount for the overwhelming gender-related differencesin educational and occupational goals.

In many ways, the aspirations of high-achieving remalesresemble low achievers more than they do the aspirationsof high achieving males.

In 1986, Dossey et. al. reported that only about half of 17-reached a proficiency associated with materialhigh school mathematics. Neuschatz and Covaltonly 20 percent of the senior class of 1987 hadphysics. Snyder (1987) reported that the highrates for blacks had increased, but the rate 'atgraduates were attending college had gone down.

year-old studentstaught in junior(1988) found thattaken high schoolschool graduationwhich these black

6

Consequently, fewer blacks were enrolled in institutions of highereducation in 1985 than there were in 1975. Finally, Czujko andBernstein noted that there was little evidence that women, eventhose with exceptional mathematics ability, are taking much morejunior and senicr level coursework in mathematics and science thanthose women who graduated in 1980.

The Mathematical Sciences Education Board (MSEB), aconsortium of the National Academy of Sciences, the NationalAcademy of Engineering, the Institute of Medicine, and theNational Research Council, held a national convocation in 1990 inWashington, D. C. Out of this convocation came the report makingYathematics Work_lor Minorities Framework fox a National ActionFlan, 1980-2000. This report reflected two major commitments bythe National Academy of Sciences and the National Academy ofEngineering: "a commitment to all our youth, especially inmathematics and science, and a commitment to make mathematics andthe sciences available to the underrepresented groups in ourcountry to ensure the total education of all our citizens" (p. 2).

issue:A quote from the MSEE report illustrates the urgency of the

Mathematics is important not just in the education ofscientists, engineers, and economists but also in theeducation of every working citizen in the UnitedStates. It's hard to see how anybody can pull downanything better than a minimum wage fob in the yearsahead without quantitative skills. The world ischanging, with an increasing emphasis on science andtechnoloay in every aspect of life: the servicesector, the manufacturing sector, and so forth.Consequently, quantitative skills are prerequisites toenjoying a decent standard of living.

This, of course, has special sicnificance for womenand minorities, groups that have traditionally beenshut out of many technical jobs and careers because ofweak mathematics preparation. Increasingly, thesegroups will be shut out of just about any job in theyears ahead without an adequate basis: a foundation inmathematics (p. 2).

FINDINGS: STATUS OF BLACK, HISPANIC,AND FEMALE

PARTICIPATION AND ACHIEVEMENT IN MATHEMATICS,SCIENCE, AND

TECHNOLOGY IN VIRGINIA'S SECONDARY SCHOOLS

"A self fulfilling prophecy has beencreated and nurtured which

asserts that minorities and women can'tdo mathematics and,

therefore, that we should not expect much from these groups.Low

expectations produce low achievement, and low achievement,in

turn, tends to serve as ajustification for low expectations,

which produces a continuous, vicious cycle."(Making Mathematics

Work for Minorities: Framework for NationalAction)

This statement, made by J. Arthur Jones,President, Futura

Technologies, and Steering Committee Chair of the Mathematical

Sciences Education Board's NationalConvocation, can be equally

applied to science (especially the advancedphysical sciences) and

advanced technologies. The education phenomenondescribed, with

its consequences for student success, hasbeen well documented in

national studies and deserves veryclose scrutiny in the

Commonwealth to assure that educationalopportunities and

expectations are equal for all students.

PARTICIPATION OF BLACK, HISPANIC, ANDFEMALE STUDENTS IN

MATHEMATICS, SCIENCE, AND TECHNOLOGY

National studies have found that black, Hispanic,and female

students often do not pursue the most advanced mathematics,

science, and technology courses at the same level ofparticipation

as the total pcpulation of students or atthe same level as white

students (Oakes, 1990, Czujko and Bernstein 1990).This section

of the study documents the status of theparticipation of

Virginia's black, Hispanic, and female secondarystudents in

mathematics, science, and technology courses.The level of

participation of blacks and Hispanics is compared to thatof white

students and to the enrollment percentage of each ethnic group in

the study sample. The enrollment of femalestudents is compared to

the total female percentage of the sample and tothe percentage of

enrollment of male students in the same courses.

8

Black and Hispanic Student Enrollment in Science

This section of the report first examines the totalpercentage of enrollment in applied, academic, and advancedacademic courses by ethnic group. Secondly, the percentage ofenrollment for each ethnic group in each course level (applied,academic, and advanced academic) is presented in individualgraphs. These individual ethnic group graphs are presented todetail enrollment differences by course level for directcomparison within the ethnic group.

1009

904 4:

80%

701%

5.5%

r

60%

50%A

....

40%

a 30%

8 n%e

104

a

Total

2.3% 5.5% 12.7%

Applied Acaciaruc Advanood

0 Otherpm Hispanic

0 Black11 White

Participation in Science Courses

1: Ccr-T-ar:rcr. cf Fr.rc:_ren: fcr BLack Scfence Sr_;:rier....s by Co.:rse

Level

The purpose of Figure 1 is to provide an aggregate view ofthe enrollment data for this section. The graph shows that whenthe percentaae of students of each ethnic group in the totalscience sample was compared to percentages of students enrolled inapplied/general, academic, and advanced academic science coursesby ethnicity, the black and Hispanic student percentages ofapplied/general course enrollment was higher than the percentagesof black and Hispanics students in the sample. Also, thepercentage of black and Hispanic students enrolled in academic andadvanced academic science courses is less than the percentages ofthe sample for each of these groups. For white students in thesample, enrollment in applied/general courses was less than thepercentage of the sample while enrollment in academic and advancedacademic science courses was greater than the white studentpercentage of the total sample. An examination of enrollment datafor each individual group studied follows.

As indicated in Figure 2, black students were 19.2 percent

of all students in the sample, 27 percent of the students enrolled

in applied/general science courses, 18.6 percent of those takingacademic courses, and 8.1 percent of all students taking advancedacademic science courses were black.

p 30

25r

20

15n

10

a5

g

e 0

19.2%

BlackScience

Enrollment

4

27.0%

4),

18.6%

8.1%

4

Applied/ Academic Advanced

General AcademicBlack Enrollment By Course Level

re 2: Ccrrparison cf Fcroer:ace ac S*.:.;cer:s EnrollecSoleroe rye_ rsc

Leve.: 7.0 Percentace cf Errelled In Science

Hispanic students constituted 1.9 percent of all students in

the sample, 2.3 percent of the students enrolled inapplied/general science courses, 1.9 percent of those takingacademic courses, and 1.0 percent of all students taking advancedacademic science courses. (Figure 3)

p

r

n

a

g

2.5 -

2-1.5

1"

0.5 -

0

2.3%

1.9% 1.9%

1.0%

HispanicScience

Enrollment

Applied/ Academic AdvancedGeneral Academic

Hispanic Enrollment By Course Level

Fic..re 3: Cor.parisor cf Pe:cerr.age cf Hispanic Stuben:s Enro:led in Science Courses by Cc;:rse

Leve. :ercentadc of ':'ispa-:o S.,,,,0(-21.S Enrolled ir Science

White students comprised 73.4 percent of all students in thesample, 68.4 percent of the students enrolled in applied/generalscience courses, 74.0 percent of those taking academic courses and78.2 percent of all students taking advanced academic sciencecourses. (Figure

p 8070 -

r 60 -

50 -40 -

n30 -

a 20 -g IC) -

4)

73.4 9

0

68.4%74.0%

78.2%

White Applied/ Academic AdvancedScience General Academic

Enrollment White Enrollment By Course Level

4 ::-:arls:- c: Fe7ce :a7( SI..3ercs Ere 5cierceLevc_ cf Enrc_ec. Science

The data depicted in Figures 2, 3, and 4 further illustratethat black and Hispanic students were overrepresented as enrollesin the applied /general science courses, and under-represented inthe advanced academic science courses when compared with black andHispanic enrollment percentages for the total student sample.Conversely, white students were enrolled in applied/generalcourses at a lower percentage than the white percentage of thetotal sample, and were represented in advanced academic courses ata greater percentage than the white percentage of the totalsample.

The following data summarize the distribution of sciencestudents in applied/general, academic, and advanced academicscience courses by ethnic group to emphasize the enrollmentcomparison among ethnic groups.

Examining the enrollment data for the percentage of sudents

of each ethnic aroup enrolled in each level ofscience course

revealed the following information, illustrated inFigure 5. Of

all white students in the sample, 12.1 percent were enrolledin

applied/general courses; 15.6 percent of Hispanicstudents, and

18.3 percent of all black science students were enrolled in

applied/ general courses. While 83.3 percent of allwhite science

students were enrolled in academic courses, 82 percentof Hispanic

students, and 80 percent of black students were enrolled. While

4.5 percent of all white science students wereenrolled in

advanced academic courses, 2.2 percent of Hispanic and1.8 percent

of black students were enrolled in the same courses.

90%

P 80%

70% -

c 6041 -

c

50-7, -

n

t 40%

a

30% -E

20%

10% -

83.3% 80 ca 82.0%

oqc

18.3% 156%

Ambcd/Gcncra1

whim

113 Biack

Htspan.,

4.5%1 8% 2.2%

V===-1c Adva.Iced

Science Enrollment

N:fIo: A._ oifferencEE te:weer trx, enrc::ccr:, cfb:aci,. and w-:.%e ar-a be:we(,r%

enrc::_cecr_ cfs'..-dec:_s were eal,:w-ed fcr sig7:_f:cacce tr.(' _eve.:.

5: Cocoar:scr cf tr.c, :,,erder:ages cftin:'_e and Hisparic S:uden-_s Enrcl:ed

Applied/Genera:, Acade:c, and Advancec Acader,ic Science Courses

The percentage of black students enrolled in applied science

courses was high and the percentage enrolled in advanced academic

courses was low compared to similar enrollment percentages for

white students. Hispanic student enrcllment in science courses

showed a similar trend.

12

There was a small but significant difference in thepercentage of enrollment cf black, and white students in academiccourses (3.3 percentage points), while the small difference inwhite and- Hispanic enrollment (2.0 percentage points) was notsignificant. However, the enrollment of white students exceededthat of black and Hispanic students for each comparison (Figure5). These data suggest that black and Hispanic students are notpursuing the advanced academic science courses which lead to entryinto science and science related careers at a similar rate to thatof white students.

Black and Hispanic Student Enrollment in Mathematics

This section of the report first examines the totalpercentage of enrollment in applied, academic, and advancedacademic courses by ethnic group. Second, the percentage ofenrollment for each ethnic group in each course level (applied,academic, and advanced academic) is presented in individualgraphs. These individual ethnic group graphs are presented todetail enrollment differences and for direct comparison within theethnic group.

n

a

04

. 16.2%

Total Applied Academic Advanced

Other

N HispanicBlack

White

Participation in Mathematics Courses

c re E. Corrpariscr of EnrclIrent fol White, Black, and ii:.spanic Mathernatics Students byCol.rse

The purpose of Figure 6 is to provide an aggregate view ofthe enrollment data for this section. The graph shows that whenthe percentage of students of each ethnic group in the totalmathematics sample was compared to percentages of studentsenrolled in applied/general, academic, and advanced academicmathematics courses by ethnicity, the black and Hispanic studentpercentages of applied/general course enrollment was higher thanthe percentages of black and Hispanics students in the sample.

13r-

Also, the percentage of black and Hispanic students enrolled in

academic and advanced academic mathematics courses is less than

the percentages of the sample for each of these groups.For white

students in the sample, enrollment in applied/general courses was

less than the percentage of the sample while enrollmentin

academic and advanced academic mathematics courses was greater

than the white student percentage of the total sample.An

examination of enrollment data for each individual ethnic group

follows.

While black students were 19.1 percent of all mathematics

students in the sample, they were 33.3 percent of the students

enrolled in applied/general mathematics courses, 16.2 percent of

those taking academic courses, and 6.1 percent of all students

taking advanced academic mathematics courses were black (Figure

7) .

e

r

e

Il

a

g

e

35

30 -

25 -

20 -

15-

10-

5-

0

19.1cic

33.3qc

16.29C

6.1%

B ack Math Applied/ Academic Advanced

Enrollment General AcademicBlack Enrollment By Course Level

e_ re 7: Cc-c:_s:- cf Percentace cf Black Students Enrolled inMathcrat:cs Cc,.rses

Co..rse Lee_ tc Fer:enta:Fe cf Black Students Enrolled in Matheratics

14 24

As demonstrated in Figure 8, Hispanic students were 2.2percent of all mathemat3.cs students in the sample, 3.0 percent ofthe students enrolled in applied/general mathematics courses, 2.0percent of students taking academic courses, and 1.8 percent ofall students taking advanced academic mathematics courses wereHispanic.

p 3

2.5r

c 2

n1.5

t

0.5

0

3.0%

Hispanic

MathEnrollment

Applied/ Academic AdvancedGeneral Academic

Hispanic Enrollment by Course Level

: Cc-ra.sr: :f "ferrer:ab,1 cf .._scar ic 57cen:s Enrc::ed ir Natne-a_Icf. Cc_rses cyCo-..r' Levc_ :crccrs.:( :f . eb Matr.e:".8:1CS

White students were 72.6 percent of all mathematics studentsin the sample, 61.4 percent of the students enrolled inapplied/general mathematics courses, 75.4 percent of thosestudents taking academic courses, and 79.2 percent of all studentstaking advanced academic mathematics courses were white (Figure9) .

80 - 72.6%p

70 - 61.4%

r 60 -

50 -

40 -n

t 30 4

a 20

g 10 -0

75.4% 79.2%

White Math Applied/ Academic AdvancedEnrollment Cenral Academic

White Enrollment By Course Level

.:pure 9: Co7pariso- cf Pcr=ertabe of Wnite 5:,udents Enrolled in Mathera:_los Courses byCc_rsc leve: 'Lc Porcen1abc rf Scen..s Enro::,eb in Mathera:_ics

15

The data depicted in Figures 7, 8, and 9 further illustratethat black and Hispanic students were overrepresented in theapplied/general mathematics courses _and underrepresented in theadvanced academic mathematics courses compared to the black andHispanic percentages of the student sample. White students wereenrolled in applied/general courses at a percentage less thantheir percentage of the total sample, and enrolled in advancedacademic courses at a percentage greater than the white percentage

of the total sample. While the differences in enrollmentpercentages are significant for both blacks and Hispanics comparedto whites, the magnitude of the differences is greater for blackthan for Hispanic students.

The following data summarize the distribution of mathematics

students in applied/general, academic, and advanced academicmathematics courses by ethnic group to emphasize the enrollmentcomparison among ethnic groups.

Examining the enrollment data for the percentage of studentsof each ethnic group enrolled in each level of mathematics courserevealed the following information, illustrated in Figure 10. Of

all white students in the mathematics sample, 19.1 percent wereenrolled in applied/general courses; 30.0 percent of Hispanicstudents, and 39.1 percent of all black mathematics students wereenrolled in applied/ general courses. While 71.3 percent of allwhite mathematics students were enrolled in academic courses, 62.8percent of Hispanic students, and 58.0 percent of black studentswere enrolled. While 9.7 percent of all white mathematics studentswere enrolled in advanced academic courses, 7,3 percent ofHispanic and 2.9 percent of black students were enrolled in the

same courses.

e

C

n

a

71.3%

62.8%

VIIwhite

Black

1:3 Hispanic

Applicd/Cemral Academic

Mathematics Enrollment

Note: All differences between the enrollment of black and white students, and between the

enrcliment of and white stuoer.ts were evaluated for significance at the C.C' level.

Advanced Academic

Heine IC: Corrpariscn c' :he Percentages of Blac,., White arc hispanic Sticehts Enrcliec inAppliec':;eneral, Acaoemic, an?. Aovanced Academic Mathematics Co;:rses

16

A significantly greater percentage of black and Hispanicstudents than white students were enrolled in applied/generalmathematics courses: A significantly smaller percentage of blackand Hispanic students than white students were enrolled inacademic and advanced academic mathematics courses. These datasuggest that black and Hispanic students are not takingmathematics courses which lead to careers based in mathematics ata rate similar to that of white students in Virginia secondaryschools.

Black, Hispanic, and White Student. Enrollment in TechnologyCourses

This section of the report first examines the totalpercentage of enrollment in the several technology programsoffered in Virginia secondary schools by ethnic group (Figure 11).Next, the percentage of enrollment for each ethnic group in eachproaram is presented in individual graphs. These individualethnic aroup graphs are presented to detail enioliment differencesand for direct comparison within the ethnic group.

n

a

10,

90"-e1

80';

70e.

60%

7.29, 6 39, 7.39, 6.5q

Total Principles Communication Tranrportation Production

Other

IN Hispanic

Black

White

Participation in Technology Courses

Figure 11: Comparison of Percentage of Enrollment for White, Black, andHispanic Technology Students by Program

The purpose of this graph is provide an aggregate view ofthe enrollment data for this section. The graph shows that blackenrollment was greatest in "Principles of Technology", and appliedphysics program. Hispanic enrollment was greatest in thetransportation program, while white student enrollment wasgreatest in "Principles of Techdology" and the communicationsprogram. An examination of enrollment data for each individualethnic group follows.

17

While black students were 15.9 percent of all students in the

samp.:_e, they were 22.9 percent of students enrolled in principles

cf technology courses, 11.4 percent ofthose enrolled in

communication courses, 10.6 percent ofthose enrolled in

transportation courses, and 20.0 percent of those enrolled in

production courses (Figure 12).

25

20

15t

10.a

5

0

15.9%

22,9%

BlackTechnologyEnrollment

11.4% 10.6%

20.0%

Principles Communication Transportation Production

Black Enrollment By Course

Fic.fc i-eroonagL c:S'ioens :eon .:cy -a'C

1!-folleo a.. Te=noloi3y F. a-_

By comparison, white students were 69.2 )ercent of the

sample, 70.8 percent of those enrolled in principles of technology

courses, 74.0 percent of those enrolled in communication courses,

65.9 percent of those enrolled in transportation courses,and 61.3

percent of those enrolled in production courses (Figure 13).

r

n

a

80-

70-

60-

50-

40r30-20-10-

69.2%

White

Technology

Enrollment

70.8% 74.0%65.9%

61.3%

Principles Communication Transportation Production

White Enrollment By Course

F_e re 13: Cor-parisc:- c: Wnite SI.uoen.s Enrol:ed in Technciogy Pr -ato Percentage of

In Tecnnciogy Progrars

18

Hispanic students represent 7.8 percent of the sample. Therewere no Hispanic students enrolled in principles of technologyorurses; 6.6 percent of communications students, 20.9 percent oftransportationwere Hispanic

25

students, and 7.6 percent of production students(Figure 14) .

20.9%

c 20

c 15

10 7 .8 6.6% 7.6%

a

5

0Hispanic Principles Communication Transportation Production

TechnologyEnrollment Hispanic Enrollment By Course

.7- :! :-_sTar-fc St c.. s Enrc::ec: 7ec:.nc:_ccy Frccra7s

1E i--r.7.1:e7; al_ Pro21-a7s

These data indicate that black students are enrolling in oneof the mcre challenging technology courses, Principles ofTechnology (22.9'1), but are not enrolling in communications(11.4) and transportation programs (10.6%) at the same level asthe percentage of black students taking technology courses

Black students are overrepresented in the lesschallenging production program (20%) as compared to the percentageof black students in technology programs. Similarly, Hispanicstudents are underrepresented in the Principles of Technologyprogram (0%), and overrepresented in the transportation (20.9%)program compared to Hispanic percentage of the sample (7.8%).White technology students are overrepresented in the communicationprogram (74%) and underrepresented in production (61.3%) andtransportation (65.9%) courses compared to white studentpercentage of all technology students (69.2%).

The extensive variability in student choice of technologyprograms gives no basis for generalizations regarding programchoices by ethnicity.

19

ENROLLMENT OF FEMALE STUDENTS IN MATHEMATICS, SCIENCE, AND

TECHNOLOGY

National studies have revealed that female students enroll in

advanced mathematics, science, and technology courses to a lesser

extent than would be indicated by their percentage of the student

population. This section of the study examines the enrollment of

Virginia female students in these disciplines as compared to the

female percentage of the samples examined and compared to the

percentage of male enrollment in the same courses (Czujko and

Bernstein, 1990).

ENROLLMENT OF FEMALE STUDENTS IN SCIENCE COURSES

Female students comprised 49.6 percent of the sample ofsecondary school science students surveyed for this study. Female

students represented 44.2 percent of students enrolledin

applied/general science courses, 50.2 percent of students enrolled

in academic courses, and 53.0 percent of students enrolled in

advanced academic courses (Figure 15) .

60pc 50rc 40

10n

t 20a

10

0

49.6% 44.2%50.2%

53.0%

Females in Applied Academic AdvancedSample Females in Science Courses

Cc-rars:.- of Percersage of Fernale Students Enrc:led Scier.ce Co..rses sy Corse

_eve: *.o Perceacc sf 7staL Fe7ra_e E7ro::eo Sce7.se

Of all female students in the science sample, 11.6 percent

were enrolled in applied/general science courses, 83.8 percent

were enrolled in academic courses, and 5.4 percent were enrolled

in advanced academic courses. For comparison, 14.4 percent ofmale students were enrolled in applied/general courses, 81.6percent in academic courses, and 4.0 percent in advanced academic

courses. All of these differences between male and femaleenrollments were established as significant at the 0.01 level.

Black female students comprised 10 percent of all students in

the sample and 5 percent of students taking advanced academicscience courses. Hispanic female students were 0.9 percent of allscience students and 0.05 percent of those taking advanced science

courses.

20

20

These data demonstrate that female student science enrollmentexceeds that of male students in both academic and advancedacademic science courses. However, for minority female students,enrollment in advanced science courses was greater than minoritymale stuuents but approximately one-half the minority femalerepresentation in the sample.

ENROLLMENT OF FEMALE STUDENTS IN MATHEMATICS COURSES

Female students comprised 49.6 percent of the sample ofsecondary school mathematics students surveyed for this study.Applied/general mathematics courses had 45.7 percent femaleenrollment, academic mathematics courses had 51.1 percent femaleenrollment, and advanced academic mathematics courses had 47.4percent female enrollment (Figure 16).

p

r

n

a

g

60

50 -

40 -

30-

20-

10-

0

49.1%45.7%

51.1%47.4%

Females in Applied/ Academic AdvancedSample General Academic

Females in Mathematics Courses

F.:o_rc. 1E: cf Fe r-a_e Studenr.s Enrolled in Ma:her..a:Lcs Corset sy

Cc.:rsc- ierccdr n: :oIa. For-a_c S:uoen:s :,..rolled In Ma-_ner"a_ics

Of all female students in the mathematics sample, 20.7percent were enrolled in applied/general mathematics courses, 70.8percent were enrolled in academic courses, and 8.6 percent wereenrolled in advanced academic courses. For comparison, 24.1percent of male students were enrolled in applied/general courses,66.5 percent in academic, and 9.3 percent in advanced academicmathematics courses. All of these differences between male andfemale enrollments were established as significant at the 0.01level.

22

Black female students represent 10 percent of all students in

the sample of mathematics students and 3 percent of studentstakina advanced academic mathematics courses. Hisanic femalestudents comprise 0.9 percent of all mathematics students, and 0.9

percent of the enrollment in advanced mathematics courses.

These data show that white and black female studentenrollment in advanced academic mathematics courses is less than

their percentage of the total sample, while Hispanic femalestudents were enrolled in advanced mathematics courses at the same

percentage as their percentage of the sample.

FEMALE ENROLLMENT IN TECHNOLOGY EDUCATION

Of thesample, 14representedtechnologycommunication courses, 2.5 percent oftransportation courses, and 12.5 percent

17).

total enrollment in the technology education course0 percent were female. By comparison, females27.1 percent of students enrolled in principles ofcourses, 17.1 percent of students enrolled in

students enrolled inof students enrolled in

production

30 7

25

courses (Figure

P

20

14.0%

15n

a 10g

12.5%.

Total Technology ProductionSample

17.1%

2.5%

27.1%

12.3%

/ $

Communication Transportation Principles of Pre-EngineeringTechnology

Female Student Participation in Technology Programs

Figl:re 17: Corparison cf Percentage of Ferale St.Jdents Enrolled in Technology Co,:rses by

Cc,:rse Level to Percentage cf Total Fen..ale Stz.dents Enrolled in Technology

The data illustrated in Figure 17 demonstrate that femalestudents were not enrolled in any of the technology areas atpercentages reflecting female percentage of the total studentpopulation (50.9%). The most academically advanced of thesecourses, pre-engineering, was male dominated with 87.7 percent of

the total enrollment.

22

SUMMARY

Acagen.ic and advanced academic mathematics, science, andtechnology courses are designed to prepare students post-secondaryeducation or technical vocational areas upon graduation. As such,students who successfully complete these courses are provided acareer and employment advantage over those who do not.

White students were enrolled in academic and advancedacademic mathematics, science, and technology courses atpercentages greater than the percentages of black or Hispanicenrollment in the same courses. In all cases reviewed for thisstudy, white, Hispanic, and black enrollment percentages inadvanced academic courses occurred in that descending order.Although all advanced academic course enrollment differences citedare statistically significant, the greater magnitude of thedifferences between black and white percentages of enrollment inadvanced academic mathematics and science courses enhances theimportance of these comparisons for strategic intervention toimprove the participation of black students.

Applied/general mathematics and science courses are usuallynot rigorous and are designed as low-level, non-collegepreparatory courses. White students were enrolled inapplied/general mathematics and science courses at a significantlylower percentage than black or Hispanic students. These findingssuggest that black and Hispanic students, more often than whitestudents, were enrolled in courses that do not develop theprerequisite skills necessary for enrollment in advanced academicmathematics and science courses.

Female s-udent enrollment in advanced academic sciencecourses was greater than female representation in the sample.However, female enrollment in advanced academic mathematicscourses was significantly less than that of male students. Femalestudent enrollment in all technology programs was significantlyless than male enrollment. However, both the Principles ofTechnology program and the pre-engineering program are relativelynew technology programs with small total enrollment and are notoffered at many secondary schools.

23

ACHIEVEMENT OF BLACK, HISPANIC, AND FEMALE STUDENTS INMATHEMATICS, SCIENCE, AND TECHNOLOGY

This section of the report describes the achievement of

mathematics, science, and technology students in Virginia

secondary schools compared by ethnicity and gender. Several

sources of data, including the following, were examined toaccomplish the comparisons.

Types of diplomas received by 1990 Virginia graduatescompared by gender and ethnicity

Agaregate Virginia State Assessment Program (VSAP)scores for mathematics and science

Student achievement on the National AssessmentEducational Progress

Student participation in the Virginia Junior Academy of

Science

Enrollment in the five Virginia Magnet Schools forMathematics, Science, and Technology

Examination of the advanced course enrollment of studentparticipants in the National Science Scholars Programfor 1991 by gender and ethnicity.

Enrollment in the Magnet Schools for Science and Technology,participation the Virginia Junior Academy of Science competitions,and participation in the National Science Scholars Program are

used in this study as indicators of achievement because

participation in each is recognition of a high level ofachievement in mathematics, science, or technology.

24

Types of Diplomas Received by Gender and Ethnicity

A review of diplomas received by 1990 Virginia graduates by-ethnicity indicates that a lower percentage of black studentsreceived advanced studies diplomas (23%) than the Virginia averaaepercentage of Hispanic students. Hispanic students receivedadvanced studies diplomas at a similar percentage (38%) to thatfor the average of all Virginia students (39%), Figure 18.

p

r

n

40

35

30

25

20

15

10

5

38% 39%

Black Hispanic Virginia

Advanced Studies Diplomas Received By Black and Hispanic Students

FicirE, 1;1.: Cc7pariscr cf Dipic-as Received by P. lack anc Hispanic S'i.:ccnis Virgin:a:.verge_ cf Aava:ce (:99171

A review of the gender (Figure 19) distribution indicatesthat female students earned more advanced studies diplomas (57%)than male students (43%).

p

r

n

a

60 -

50-

40

30-

20-

10-

0

57%

Females

43%

Males

F-girc :9: Fercon:age F,cce::v:ng Advance:: Sz.Jdies DiploTas by Ce7oer (1

2

Virginia State Assessment Program (VSAP) Mathematics and Science

Scores (1991)

The Virginia State Assessment Program is administeredannually to Virginia's fourth-, eighth,- and eleventh-grade

students. Data from the 1990-91 assessment provides the following

look at mathematics and science achievement by gender and

ethnicity.

Figures 20 and 21 show that black and Hispanic studentsscored lower than white students on the VSAP mathematics andscience tests at all grade levels tested.

80

P 70 White60 .> 0 Hispanic

c 50we Blackn 40 -t 30

1

20

c 10

s 0GRADE 4 GRADES GRADE 11

VSAP Science Percentile Ranks

V2A: !:: a.:7c Virg::nLa

P 70*

e 60rc 50 fe40-

n

t 30 _

I 20 -

10-

0GRADE4

0

White

CHispanic

Black

GRADE 8 GRADE 11

VSAP Mathematics Percentile Ranks

F_gl.re 2:: SccrEs fc: a-o

(:99:-9:,

These graphs are presented to show the trend of achievementat several trade levels as well as the ethnic achievementcomparisons for secondary students. Figure 22 shows that. .the.average female ;achievement in mathematics is identical to that ofmale students. Figure 23, however, shows a 10 percentile pointdifference in achievement scores on the science VSAP subtest ateleventh orade, with male students scoring at 70 percentile andfemale students scoring at 60 percentile.

80

p 70

e

r

50

40

20

S

Female

80

P 70

60

e 50

n40

GRADE 8VSAP Mathematics Percentile Ranks

GRADE 11

Sccrcs cy :;e.cer fcr 6

GRADE 8VSAP Science Percentile Ranks

Sccres 67 ,.race

27

Student Achievement on the National Assessment of Educational

Progress

The summary report of the first nationwide state-by-state

assessment of the mathematics achievement of eighth-grade students

is of particular interest to the state ofVirginia. This study was

undertaken in 1990 by the National Assessmentof Educational

Progress (NALP). For the first time, student achievement in

Virginia was compared to the achievement of students in other

states in the areas of mathematical skills and concepts. The

Virginia data represent 104 public schools and 2,661 eighth-grade

students. In its report, NAEP provided the percentageof

eighth-grade students scoring at levels 200, 250, and 300 on a

scale of 200-500 by race, ethnicity, and gender.

The following are the findings of the assessment related toblack, Hispanic, and female student achievement:

Two percent of black students and six percent ofHispanic students attained the highest proficiency levelof 300 while 19 percent of white students attained the

same level.

tifferences between the percentages of females (14=,) and

males (17) in Virginia who achieved at level 300 on theNAEP assessment were not statistically significant,

Participation in the Virginia Junior Academy of Science by Gender

For 50 years, the Virginia Junior Academy of Science (VJAS)

has provided opportunities for students of the Commonwealth to

present original research in a refereed competitionfor

recognition, awards, and schc arships. Student presenters are

selected to participate in the annual VJAS competition on the

basis of initial readings of project papers by a panel of science

educators and practicing scientists. Students judged to have the

best papers in the categories of competition, up to a pre-determined limit for each category, are invited to present theirpapers at the annual VJAS competition. The 1991 group of 590students was used to evaluate student participation by gender.

28 Ou

The percentage of male and female participants was determinedfor each competitive VJAS category and for the total ofparticipants. These percentages were evaluated to compare maleand female participation rates for-each category. (Figure 24)

100%

90%

80%

n%

60%

50%

40%

30%

20%-

10%

0%

65.0%

33.0%

66.0%

a Male

0 Female

22.0

78.0%

84.0%

1Physical Science Life Science Behavioral Science Mathematics

VJAS Participation

43.0%

57.0% 55.0%

Other

Fc u 2.: Cc7;.a:...s(..- Far._Lcip6;_Lcr cv 2:.sc:p1:7e a7:c cy Gence:

Total Participation

While more female (55) than male (45=6) students participatedin the VJAS 1991 competition, male students dominated the physicalsciences categories (chemistry, physics and engineering) by almosta 2-to-1 margin, 65 percent to 35 percent. Female studentsdominated the life sciences (biology and genetics) toapproximately the same degree, 67 percent to 33 percent.

29

Science and Technology Magnet School Enrollment by Ethnicity and

Gender

Enrollment data -(1991-2) for the five Virginia magnet schoolsfor science and technology were examined and evaluated by genderand ethnicity as an indicator of achievement. Ethnic enrollmentpercentages were compared to the ethnic percentages of the state

Student Enrollment Survey sample as an estimate of therepresentation by ethnic group. (Figure 25)

P

r

a

8070

60

50

40

30

2010

0Black White Hispanic

PercentMagnet- School

1121 Percent

1-- population

Fig 2i: Cci-par f scr. cf the Percen_ age cf F hn lc Student Enrciimeni in t he VirginiaMagnet

t c r af:e cf : Lr VE7,7 E.CVC7'. , :99-

91 .

Black students make up 4.1 percent of the 1991-92 magnet

school enrollment, Hispanic students 2.6 percent, and whitestudents 74.5 (1991-92 enrollment data). By comparison, blackstudents comprised 19.4 percent of the eleventh grade studentstested in VSAP, Hispanic students 1.8 per-Ant and white students

73.0 percent. Female student enrollment in the magnet schools(42.2) is 15.6 percentage points less than that of male students

(57.8).

These data reveal that black student enrollment in Virginia'smagnet schools is approximately 15 percentage points less th&il theestimated black percentage of the Virginia secondary studentpopulation, using the eleventh-grade VSAP data as the estimate,while Hispanic and white magnet school enrollment percentagesexceed the respective estimates of the total populationpercentages for each group. Female student enrollment is 8.6percentage points less than female percentage of the population(50.8%), using the same population estimate, a significantdifference. Black, Hispanic, and female students have a lowerrepresentation compared to white males in the current science andtechnology magnet school enrollment.

30

30

Student Participation in the National Science Scholars Program(1991)

In March 1991, the United States Department of Educationbegan the implementation of the newly enacted National ScienceScholars Program (NSSP) which was authorized under the "Excellencein Mathematics, Science, and Engineering Education Act of 1990(P.L. 101-589)." The program authorizes the Department to awardscholarships to outstanding high school seniors. Each year, twostudents are chosen by the federal Department from a list of fournominees from each congressional district in the participatingstates. At least two of the nominees from each state are to befema3e, and at least one of the two students chosen for the awardby the President must be female.

The program's purpose is to recognize student excellence andachievement in the physical, life, and computer sciences,mathematics, and engineering by providing scholarships tomeritorious graduating high school students to continue thesestudies at the post-secondary level.

Durina the period from April through June, 1991, the VirginiaDepartment cf Education made information available to schooldivisions about. the requirements and purposes of the program, TheDepartment distributed the application forms, assembled anominating team, evaluated the student applic:'tions, and submittedits four nominations for each of the participotina congressionaldistricts to the federal Department of Education. There were noapplicants from the Second Congressional District.

A detailed review of the demographic data from this self-selected, highly achieving sample of Virginia's twelfth-grademathematics and science scholars indicated the followinginformation:

Cf the 92 participants, 63 described themselves aswhite; 27 of these were female.

Four black students participated in the program. All ofthese applicants were female.

Ten Asian/Pacific Islanders participated in the program.Four of these were female.

One American Indian female participated.

There were no Hispanic student applicants.

Fourteen students did not indicate race/ethnicity.

Cf the 92 applicants, 41 were female.

31

A detailed review of the transcript data included with each

student's applications indicated specific information about thecourses .selected by these high-achieving students. The followinginformation is presented on a gender basis.

The 41 females took a total of 101 science courses above

the Chemistry I level; 76 of these courses were in thephysical sciences. This is an average of 2.5 high-levelscience courses per female student, 75% of which werephysical sciences.

The 51 males took a total of 102 science courses abovethe Chemistry I level: 82 of these were in the physicalsciences. Thi6 is an average of 2.0 high-level sciencecourses per male student, 80% of which were physicalsciences.

The 41 females took a total of 89 mathematics coursesabove the Algebra II/trigonometry level, an average of2.2 high-level mathematics courses per female student.

The 51 males took a total of 122 mathematics coursesabove the Algebra II/trigonometry level, an average of2.4 1-.gh-lev,..1 mathematics courses per male student.

The 41 females took a total c4. 55 technology/engineering/computer/science application courses, anaverage of 1.3 courses per female student.

The 51 males took a total of 111 technology/encireerine /computer /science application courses, anaverage of 2.2 courses per male student.

The review of the demographic and course selection data forthe high achieving students who participated in this scholarshipprogram indicates several important points. Among these are;

Black students comprised only about 5% of the applicantswho identified their ethnicity. Further, there were noblack male applicants.

Females accounted for 45% of the total applicants. As agroup,they had a higher average number (2.5) of upperlevel science courses than males (2.0), and took just aslightly smaller percentage of physical science coursesthan males. On the average, females took fewer upperlevel math courses (2.2) than males (2.4), although the

difference is small. On the average, females tooksubstantially fewer technology-engineering-computercourses (1.3) than males (2.2).

32

These data suggest that among the top secondary students,females and males participate and achieve at similar levels inscience. Mathematics participation indicates a slight difference;however, technology courses show a substantial difference, withmales enrolled in a higher number of courses.

Summary cf all Indicators

Black students achieved at lower levels than did whitestudents or: all the measures used as indicators of achievement forthis study. These measures included the following:

Percentage of black students receiving advanced studiesdiplomas

Scores on the VSAT? assessments for all grade levels inmathematics and science

b.._res on the National Assessment of Educationalr-rcaress mathematics assessment

P=rtc'caton in the Virginia Magnet Schools for Scienceand Technology.

in the National Scholars Program

Hispanic students achieved at lower levels than did whitest dents on the following measures:

Scores or. the VSAP assessments for all grade levels inmathematics and science

S..-res on the National Assessment of Educationalroare=s mathematics assessment

participation in the Virginia Magnet Schools fez Scienceand Technology

Participation in the National Scholars Program

Hispanic students achieved at similar rates to white studentson the fol]owing measure:

Percentage of Hispanic students receiving advancedstudies diplomas

41

Female Students achieved at lower levels than did malestudents on the following measures:

Participation in the Virginia Junior Academy of Science

Completion (1991), mathematics and physical sciencecategories only

Scores on the science section of the eleventh grade VSAP

Participation in the Virginia Magnet Schools for Science

and Technology

Female students achieved at levels equal to or exceeding that

of male students on the following measures:

34

Percentage of female students receiving advanced studies

diplomas

Scores on the VSAP assessments for all grade levels inmathematics and science, with the exception of eleventh

grade science

Scores on the National Assessment of EducationalProgress mathematics assessment

Participation in the Virginia Junior Academy cf Science

Competitions (1991) all categories but mathematics andphysical science

Participation in the National Scholars Program

FINDINGS: APPROACHES TO INCREASE ENROLLMENT OF BLACK,HISPANIC, AND FEMALE STUDENTS IN MATHEMATICS, SCIENCE, AND

TECHNOLOGY

This section of the report presents strategies, activities,and programs that have proven successful in motivating studentsand developing their interest and achievement in mathematics,science, and technology. These strategies are intended toincrease the level of interest and competence of black, Hispanic,and female students in mathematics, science,and technology. Anadditional objective is to increase the number of students who areliterate in these disciplines and who are prepared to pursueadvanced study in those topics.

Develop teacher education strategies to help teachersdevelop skills necessary to meet the special needs ofblack, Hispanic, and female students.

Develop extra-school instructional opportunities forminority and,female students with interest and aptitudein mathematics, science, and technology, using theGovernor's school programs as models.

Establish systems to communicate to students and parentsthe availability of the extra-school, mentorship, andwork-study programs in mathematics and science.

Foster cooperative relationships between businessesinvolved in scientific and technological endeavors andlocal school divisions to provide work-study,mentorship, shadowing and scholarship programs forblack, Hispanic, and female students.

Develop opportunities for collaboration among teachers,counselors, parents, and school administrators inaddressing the problem of increasing participation andachievement of minorities and females in the highlyacademic instructional areas of mathematics, science,and technology.

Develop extra-school programs for minority and femalestudents that use innovative, challenging instructionalstrategies and activities designed to improve interestand achievement in academic studies, modeled after theGovernor's school programs.

Expand the Governors' school concept to include programsfor students who have exhibited potential but have notexperienced exceptional achievement in academicmathematics, science, and technology studies.

Develop programs for teacher academic studies forteachers' modeled on the strategies of the SCME(Southeastern Consortium for Minorities in Engineering)and EQUALS projects. These programs provide self-assessment opportunities and develop strategies to dealappropriately with the under-represented populations inacademic mathematics and technology.

Evaluate the prerequisites and student assignment

criteria for advanced mathematics, science, andtechnology courses with the goal of eliminating anyunnecessary barriers to the participation of minorityand female students in these courses.

Special intervention programs to .improve the participation

and achievement of black, Hispanic, and female students in

mathematics, science, and technology are important aspects of

providing for equal educational opportunity. Believing that all

students can learn and experience success in these important

areas is critical if all facets of the formal and informal

educationa: system are to help students overcome environmentalbarriers to success in academic pursuits.

Integ:-ating Black, Hispanic and Female Initiatives into otherDepartment of Education Initiatives

The current reform initiatives in which DOE is involved, such

as V-QUEST, Common Core of Learning, Restructuring of K-12Education, and the Xerox Project, should reflect the findings ofthis report in the DOE commitment to provide equal educationalopportunity without reaard to ethnicity or gender. The strategicplan for each of these initiatives should include methods ofaddressing the special needs of minority and female students.

The Department's Common Core of Learning and "restructuring"projects at the early childhood, pre-and early adolescent, and

adolescent levels have the potential to diminish inequity in

education practices for all Virginia students. Specificrecommendations resulting from this study should be integratedinto local school division curriculum efforts as they implement

the Common Core initiative. This integration will help assure that

the Common Core initiative, as implemented in local schooldivisions, will address the needs of all students.

In the Department's continuing efforts to restructureeducation, special consideration must be given to the issue of low

enrollment of minorities, especially blacks and Hispanics, in

academic and advanced academic courses. Close inspection of the

data in this report reveals that female students, while generallyparticipating in advanced academic programs at a rate which equals

or exceeds that of male students, were not enrolled in thehighest levels of mathematics, physical science, and technologycourses to the sane degree as were male students.

36

4

SUMMARY OF FINDINGS

The study team collected and examined data documentingstudent enrollment in mathematics, science, and technology coursesby ethnicity and gender. In addition, data from several sourceswere evaluated which are direct or indirect functions ofachievement. These data, which were studied as indicators ofachievement, include the following.

Virginia Science Assessment Program (VSAP) scoresNational Assessment of Educational Proaress (NAEP) scoresVirginia Junior Academy of Science (VJAS) participationDiplomas received by typeVirginia science and technology marTnet school enrollmentNational Science Scholars Program Participation

These data were also evaluated by gender and ethnicity. Thefindings generated through the evaluation of these data aresummarized in this section.

FINDINGS

Black and Hispanic students were found to perform at a lowerlevel than white students in both participation and achievement inmathematics and science, especially as participants in advancedcourses. The difference in both participation and achievement wasgreater for black students than for Hispanic students. Femalestudents participated and achieved on par with male students inmost facets of mathematics and science studies. An exceptionoccurs in advanced mathematics participation where the percentageof male students (52.6%) significantly exceeds that of femalestudents (47.4). Male students also had greater participation inVirginia Junior Academy of Science mathematics competition inwhich 85 percent of the participants were male. Other exceptionswere noted in the participation of female students in VJASphysical science competitions, in which 65 percent of thecompetitors were male, and in magnet school enrollment, in whichthe female enrollment is 42.2 percent compared to 57.8 for males.

The enrollment of black (8%) and female (12.3%) students inthe most advanced technology program, pre-engineering, was lowerthan the respective population percentages (approximately 20% and

Additional findings in this study are as follows:

Of all white students in the science sample, 4.5 percentwere enrolled in advanced academic courses, while 2.2percent of Hispanic students and 1.8 percent of blackscience students were enrolled in advanced academiccourses.

37

38

Of all white students in the mathematics sample, 9.7percent were enrolled in advanced academic courses,while 7.3 percent of Hispanic students and 2.9 percentof black mathematics students were enrolled in advancedacademic courses.

Of all female students in the science sample, 5.4

percent were enrolled in advanced academic courses,while 4.0 percent of male students were enrolled inadvanced academic science courses.

Of all female students in the mathematics sample, 8.6percent were enrolled in advanced academic courses,while 9.3 percent of male students were enrolled inadvanced academic mathematics courses.

Black female enrollment in advanced science (5%) andmathematics courses (3%) was less than black femalepercentage of the mathematics and science samples (10%).

Hispanic female enrollment in advanced science courses

(0.05%) was approximately one-half the percentage ofthe sample 0.9%, while enrollment in advancedmathematics equaled the percentage of sample enrollment.

Of the total enrollment in the technology educationcourse sample, 14.0 percent were female and 86 percentmale.

The percentage of white students enrolled in advancedmathematics, science, and technology courses wassignificantly greater than the percentages of black orHispanic students enrolled in the same courses.

The performance of black students on the NationalAssessment of Educational Progress (NAEP) mathematicstest was significantly lower than that of whiteparticipants. The performance of female students on thesame assessment was not significantly lower than malestudents.

Black student enrollment in Virginia's magnetschools (4.2%) is approximately 15 percentage pointsless than the percentage of black students in theVirginia student population (21%), while Hispanic (2.6%)

and white (74.5%) enrollment approximates theirpercentage of the total Virginia student population.Female student enrollment (42.2%) is approximately 7percentage points less than female percentage of thepcpulation

'1U

Male students dominated the Virginia Junior Academy ofScience physical sciences (chemistry, physics, andengineering) competition by almost. a 2-to-1 margin, 65percent to 35 percent. Female students dominated thelife sciences (biology and genetics) to approximatelythe same degree, 67 percent to 33 percent.

A review of diplomas received by 1990 Virginia graduatesindicates that the percentage of black students waslower than other Virginia students who earned advancedstudies diploma (23%), while Hispanic students receivedadvanced studies diplomas at a similar rate (38%) to theaverage for all Virginia students (39%).

In the NAEP study 2 percent of black students attainedthe highest proficiency level of 300, while 19 percentof white students attained the same level.

Differences between the percentages of females (14%) andma1es (17%) in Virginia who achieved at level 300 on theNAEP assessment were not statistically significant.

RECOMMENDATIONS

The Department of Education should form a team ofmathematics, science, and technology educators to plan a symposiumwith the goal of developing a strategic plan to address increasing

the participation (enrollment) and achievement of black, Hispanic,

and female students in these disciplines. The symposium agendashould consider, but not limit discussion to, the following

potential intervention activities and strategies.

O Develop special pre-school mathematics, science, andtechnology readiness programs. Such programs have beenmodeled in Virginia, but on a very small scale. (TheDwight D. Eisenhower Mathematics and Science EducationAct)

Develop special programs for secondary students such asafter-school and Saturday enrichment programs. Suchprograms, targeted at underrepresented students, haveprovided mathematics, science, and technology enrichmentboth nationally and in Virginia for several years.(National Science Foundation)

Provide mentorship, scholarship and internship programsand job shadowing opportunities by business/industry andthe public sector. These programs have been modeled inVirginia's science and technology magnet schools.(Student Enrollment Survey)

Improve teacher training through instructional modulesthat address the special educational needs of black,Hispanic, and other underrepresented students. Teacherrecruitment practices that recognize the need forappropriate role models for minority and female studentsshould also be a consideration. (National ScienceFoundation, Student Enrollment Survey)

Develop programs for parents that prepare them to assisttheir children in making course selection decisions andconsider career choices in mathematics, science, andtechnology. (Student Enrollment Survey)

Develop mathematics and science enrichment programsoutside of the public secondary setting that aresupported cooperatively by the Board of Education, theState Council of Higher Education, and business andcommunity organizations. Such programs could increasethe interest and achievement of minority and femalestudents in mathematics and science and provide accessto such programs for a larger number of students.(National Science Foundation)

Develop and implement classroom instructional strategiesthat encourage female students to pursue advancedphysical science courses and mathematics studies.(Southeastern Consortium for Minorities in Engineering)

The strategic plan developed should be integrated intothe Department of Education's educational reform plans such asWorld Class Education (WOE) and Virginia Quality Education forScience and Technology (V-QUEST).

It is further recommended that each individual schooldivision evaluat the distribution of its student population inapplied/general, academic, and advanced academic mathematics,science, and technology courses, by gender and ethnicity. Ifminority/female participation rates are revealed to be lower thanthat of white/male students, a local strategic plan should bedeveloped and implemented to address increasing the participationrate of the underrepresented.

41

BIBLIOGRAPHY

American Association of university Women.Shortchanging Girls

Shortchanging America. Washington, D.C:Public Information

Office.

Association for Supervision andCurriculum Development. (1992).

Updaty-,. Alexandria, VA: 1; 6.

Czujko, R. and Bernstein, D.(1989) .

Mathematics. New York,Physics.

Who Takes Science? Aice and

American Institute of0 $

DeVore, Paul. (1980). Technology: An Introduction.Worcester,

MA: Davis Publishing, Inc.

Dossey, J. A.; Mullis, I. V. S., Lindquist, M.M.; and Chambers,

D. L. (1988). The Mathematics ReportCard* National

Assessment of Educational Progress.Princeton, N.J.:

Educational Testing Service.

International Technology EducationAssociation. (1985).

Technology Education: A Perspective on Implementation

Reston, VA: ITEA.

Johnson, James R. (1989). LLr_oject2061 Panel Report:

Technology. Washington, DC:American Association for the

Advancement of Science.

Mathematical Sciences Education Board.(1990). Making Mathematics

Work For Minorities' _Framework For A NationalAction Plan

1990 -2000. 1-4.

Merideth, Charles W. (1990). Banquet Address.A____C=Opendium of

Program Proceedings, Professional Papers,and Action Plan:

Making Mathematics Work for Minorities.National Academy of

Sciences, 57.

National Center for Educational Statistics. (1991).The 1990

National Assessment of Educational Progress:The State of

Mathematics Achievement in Virginia The TrialState

Assessment at Grade Eight. Report No. 21-ST-02. Princeton,

N.J: Educational Testing Service.

Neuschatz, M., and Covalt, M. (1988). Physicsin the High

Schools: Findings of the 1986-87Nationwide Survey of

Secondary School Teachers of Physics. New York:American

Institute of Physics.

420 (1

Savage, Ernest. (1990). P. Conceptual Framework for TechnologyEducation. Reston, VA: International Technology EducationAssociation.

Snyder, T. D. (19E7). Digest of Educational Statisti_o_slWashinaton, DC: Office of Educational Research andImprovement, U.S. Department of