Institutional Ambiguity and De Facto Tracking in STEM

Background/Context Many schools no longer track classes to increase access to courses at all levels, including science, technology, engineering, and mathematics (STEM) subjects. However, informal processes can “de facto” track students, placing them at the same level across subjects. Research shows that de facto tracking is prevalent in STEM, especially between mathematics and science course placements. Less is known about the relationship between mathematics and engineering—the focus of this study. Purpose/Objective/Research Question/Focus of Study Mathematics placement is likely to shape participation in engineering given its position under the STEM umbrella. Yet, de facto tracking does not occur all the time. This may depend on the categorization of courses as “academic” or “vocational,” but there is little research about this aspect of course-to-student matching. Therefore, we investigate an unexpected case of equitable participation where mathematics placement does not de facto track students in engineering. We ask: How do institutional and organizational factors shape the absence of de facto tracking? Research Design We used qualitative data drawn from a two-year mixed-methods study in a public high school district with one large comprehensive high school. The school is in the lower third of per pupil spending in the state of Massachusetts, yet has significant engineering-related course offerings. Located near Boston, it serves an economically and racially diverse student body of ∼1,800 students. For this article, we analyzed 998 hours of observations during and after school, in engineering-related elective courses and extracurricular activities, and interviews with 29 students, 31 teachers, six guidance counselors, two district administrators, and the principal. Findings/Results We find competing vocational and academic logics equally frame engineering, which we call “institutional ambiguity.” This dual framing is present at the institutional level and is supported at the school level by three organizational factors: 1) courses and activities that occur in both vocational and academic spaces, 2) teachers who link vocational and academic fields, and 3) an organizational commitment to support the integration of vocational activities. Conclusions/Recommendations Overall, this article contributes to educational and organizational research by identifying the institutional factors and organizational processes that shape the categorization of courses and student-to-course matching. Our research reveals the conditions under which schools and the actors within them have greater agency, where ambiguity in the broader environment allows for contestation and renegotiation of status hierarchies. We argue that by leveraging ambiguity, schools may avoid contributing to inequity in STEM.

The Use Of Peer Tutoring To Improve The Passing Rates In Mathematics Placement Exams Of Engineering Students: A Success Story

This paper describes a highly successful peer tutoring program that has resulted in an improvement in the passing rates of mathematics placement exams from 16% to 42%, on average. Statistical analyses were conducted using a Chi-Squared (X2) test for independence and the results were statistically significant (p-value much less than 0.05). These encouraging results suggest that this type of initiative should be institutionalized at the end of the grant period that funds it. The paper describes the structure of the program, the conditions of the university in which it is being implemented, the details of the statistical analyses, and its impact in engineering education. This model may easily be replicated in academic institutions with similar conditions.

Race and Teacher Evaluations as Predictors of Algebra Placement

This study is a longitudinal look at the different mathematics placement profiles of Black students and White students from late elementary school through 8th grade. Results revealed that Black students had reduced odds of being placed in algebra by the time they entered 8th grade even after controlling for performance in mathematics. An important implication of this study is that placement recommendations must be monitored to ensure that high-achieving students are placed appropriately, regardless of racial background.

Teaching Mathematics to Electrical Engineering Students by Electrical Engineering Staff in College of Technology in Japan

Electrical engineering staff (reorganized to Electrical and Computer engineering in 2004) has taught electrical engineering students for mathematics classes in Wakayama National College of Technology (WNCT) in Japan from 2007. Effects of the mathematics classes by the electrical engineering staff were evaluated by using the results of the mathematics placement tests. The results of the tests are compared with averages of other National Colleges of Technology in Japan and other divisions of WNCT. As a result, an ability of electrical engineering students for mathematics improved dramatically with increasing the ratio of mathematics classes by the electrical engineering staff. It should seem that these good results were achieved by eagerness and strong motivation of the staff with electrical specialty for improving the ability of their division's students. The reasons for the improvement are discussed and the unique class of mathematics for college of technology is also introduced.