Volume 2 - Issue 1 - DBU Journal of K-12 Educational Research - Page 52

50 THE IMPACT OF PARTICIPATION IN STEM PROGRAMS ON COLLEGE ADMISSION REQUIREMENTS OF HISPANIC STUDENTS Ladye Welpman, Ed.D. Journal of K-12 Educational Research 2018, VOL. 2, ISSUE 1 www.dbu.edu/doctoral/edd Introduction Hispanic students entering K-12 public education face many challenges that restrict their ability to gain admission into postsecondary educational institutions (Barnes, 2002). Low socioeconomic status, language barriers, and poverty, coupled with an achievement gap between Hispanic students and other ethnic groups, impede the ability to meet college admission re- quirements. Additionally, many Hispanic students lack adequate critical-thinking and problem-solving skills, due to deficiencies in math and reading. Research indicates these 21st century skills are needed in order for students to score well enough on college entrance exams, such as the SAT and ACT. High school grade point average (HSGPA) also impacts the ability for Hispanic students to enter college. In Texas, the top 10% of graduates based on HSGPA, are granted automatic admission into state universities. Students who drop below the top 10% normally must score higher on the SAT or ACT in order to be admitted into many colleges and universities. Research has shown a disparity in SAT and ACT scores between Hispanic and White students in the State of Texas (College Board, 2015). In addition, many Hispanic students who do not fall in the top 10% of the graduating class struggle to meet the minimum college entrance exam requirements for admission. Secondary programs are now being designed to address such issues. Schools of choice, many with an emphasis on science, technology, engineering, and math (STEM), are on the rise across the nation. STEM programs or schools are attempting to close the achievement gap and improve the likelihood that Hispanic students will pursue and realize admission into postsecondary ed - ucation. Furthermore, STEM education promotes the acquisition of 21st century skills in addition to the content areas of science, technology, engineering, and math. Stie-Buckles (2013) indicated the core content areas of reading and writing are also promoted within STEM programs as they are skills needed for solid reason - ing and problem-solving. The purpose of the current study was to examine the re- lationship between Hispanic students in STEM programs and SAT scores, ACT scores, and HSGPA. A high school in a North Texas district was the focus of the current study. The campus was selected as it was the sole STEM program and offered an engi - neering program with the STEM endorsement. Literature Review Many factors must be examined when considering college ad - mission for Hispanic students. These factors include an achieve - ment gap, barriers to admission, impact of school choice, STEM programs, and college admission requirements. The Hispanic and White student achievement gap has been continual since the early 1990’s (Lee, 2002). Rojas-LeBouef (2010) found White students scored higher on standardized tests than Hispanic students in the state of Texas. Additionally, Nation - al Assessment of Educational Progress (NAEP) scores showed similar results with White students showing greater proficiency than Hispanic students in math and reading. Further studies showed SAT and ACT scores are lower for Hispanic students than White students (Harvey, 2013). The achievement gap decreases college-readiness rates and contributes to lower SAT and ACT scores. A gap also exists in college admissions between Hispan - ic and White students. A variety of reasons may be the cause