Volume 2 - Issue 1 - DBU Journal of K-12 Educational Research - Page 53

Journal of K-12 Educational Research 51 including lack of financial resources, a cumbersome application process, and the inability to reach minimum score requirements on college entrance exams. One study showed White students scored higher on the SAT and ACT and showed Hispanic students were less likely to be admitted into college as a result (Walpole, 2005). Programs, such as STEM, where efforts are focused on the acquisition of 21st century skills assist in closing the achievement gap and changing the trajectory of college admissions for Hispan - ic students. Four disciplines make up STEM content: science, technol - ogy, engineering and math. Some experts consider the elements interdisciplinary and supportive of each other rather than exist- ing independently (Havice, 2015; Vilorio, 2014). Vilorio (2014) views STEM as a group of tasks rather than four separate content areas. For example, the discipline of science is approached in terms of the scientist instead of simply a class. Furthermore, the environment STEM promotes is as important as the work students do while they are acting as scientists, technologists, engineers, and mathematicians. Collaboration, inquiry, 21st century learning, and proj - ect-based learning all contribute to an effective STEM program and student success (Asunda & Mativo, 2017; Carter, 2013; Havice, 2015). Together, these components offer a culture where students experience a positive learning environment. An effective STEM program where rigorous instruction is standard may result in greater achievement for Hispanic students and increase college admissions by improving SAT and ACT scores. University admission requirements vary with some using college entrance exam scores as a gauge for college readiness, in combination with HSGPA and/or class rank. The current ACT and new SAT require higher levels of critical-thinking and the ability to solve real-world problems though analyzing and synthesizing information. The current climate of university entrance require - ments leaves some Hispanic students short because of a combina - tion of low SAT scores, ACT scores, and HSGPA (Hiss & Franks, 2014). STEM programs may offer the opportunity for Hispanic stu - dents to narrow the achievement gap and better prepare them for college. Through a rigorous education where students are taught 21st century skills, college may become a reality. Connecting in - creased SAT and ACT scores with a focused STEM program may be the bridge that is needed for more Hispanics to be admitted into college. Summary of Findings The purpose of the current study was to determine if a differ - ence exists in SAT scores, ACT scores, and HSGPA of Hispanic students in STEM programs and Hispanic students in traditional programs. Data for SAT and ACT scores was collected for ex - amination between the district, state, and nation. The study used data from 2014, 2015, and 2016 to determine if a trend existed. The following research questions were investigated in the current study. Research Question 1 (RQ1) What is the difference in SAT, ACT scores and HSGPA between secondary Hispanic students seeking STEM endorsement and Hispanic students in traditional pro - grams in the district being studied in 2014, 2015, and 2016? Research Question 2 (RQ2) What is the difference in SAT and ACT scores between secondary Hispanic students seeking STEM endorsement at the campus being studied and all Hispanic stu - dents in Texas and the nation in 2014, 2015, and 2016? Research Question 3 (RQ3) What is the difference in SAT, ACT scores and HSGPA between secondary Hispanic students in choice programs and Hispanic students in traditional programs in the district being studied in 2014, 2015, and 2016? The researcher conducted the current study to determine if the Hispanic students seeking STEM endorsement in a north Texas school district performed better than Hispanic students in the district who were enrolled in traditional programs. The study used ex post facto data from 2014, 2015, and 2016. Three groups were included in the one-way between-subjects ANOVA; STEM, choice, and traditional. Statistical analysis indicated a significant difference in the mean SAT scores and HSGPA between all three groups in 2014 and 2016 but no significant difference in the mean between all three groups in 2015. Through the course of statistical analysis, the researcher recognized the impact of unequal sample sizes on effect size for the one-way between subjects ANOVA. A large difference in sample size existed between the STEM group and the traditional and choice groups. The connection between and potential impact of effect size and sample size is noted here in the current study along with analysis of findings from duplication of data points. Since the STEM sample sizes were extremely small - 12, 14, and 16 respectively - the researcher attempted to determine if statistical significance in mean SAT scores and mean HSGPA