Poor mathematics and science skills are one of the leading challenges for advanced STEM career preparedness. There is currently a national deficit in prepared STEM career interest and readiness. A national decline prompted plans for the development of more rigorous standards. Changes in K-12 education were developed through Common Core and New Generation Science Standards. These changes were expected to better prepare students for post secondary educational opportunities such as college or technical school. This research studied effects of perceptions of the impact of high school STEM classes on career choices in two Tennessee schools that are actively participating in the Tennessee STEM Innovation Network and have actively implemented a STEM program since 2012. There is no evidence of research regarding student perceptions of STEM classes regarding STEM implementation in the state of Tennessee since 2012. According to the results of this study, students’ perceptions between subgroups showed no statistical significance regarding readiness or interest in STEM regarding college and career. The subgroups studied included race/culture, gender, classification by grade, and school attended.
|Commitee:||Hunter, John M., Respress, Trinetia, Winn, Jewell G.|
|School:||Tennessee State University|
|School Location:||United States -- Tennessee|
|Source:||DAI-A 80/02(E), Dissertation Abstracts International|
|Subjects:||Educational administration, Secondary education, Systems science|
|Keywords:||Career choice, Public schools, STEM education, Student characteristics, Student preparedness|
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