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dc.contributor.authorBrazill, Shihua Chen
dc.date.accessioned2019-12-19T16:54:14Z
dc.date.available2019-12-19T16:54:14Z
dc.date.issued2019
dc.identifier.citationShihua Brazill, (2019). “Factors that Predict ACT Science Scores from a Multicultural Perspective.” Educational Research: Theory and Practice, 30(2), 1-16.en_US
dc.identifier.issn2637-8965
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/15801
dc.description.abstractThis study investigated predictors for ACT Science scores, a test used by many universities to rank applicants. This study utilized quantitative research methods using the Montana Office of Public Instruction’s GEMS (Growth and Enhancement of Montana Students) data set. All advanced statistical analysis was conducted using Stata software IC/15. This research is significant for increasing the representation of under-represented groups in STEM education because it helps clarify three important relationships: (1) How well do gender, race, and meal status predict 11th grade ACT Science scores; (2) How well does school size predict 11th grade ACT Science scores while controlling for gender, race, and meal status; and (3) How well does high school GPA predict 11th grade ACT Science scores while controlling for gender, race, meal status, and school size.en_US
dc.titleFactors that Predict ACT Science Scores from a Multicultural Perspectiveen_US
dc.typeArticleen_US
mus.citation.extentfirstpage1en_US
mus.citation.extentlastpage16en_US
mus.citation.issue2en_US
mus.citation.journaltitleEducational Research: Theory and Practiceen_US
mus.citation.volume30en_US
mus.relation.collegeCollege of Education, Health & Human Developmenten_US
mus.relation.departmentEducation.en_US
mus.relation.universityMontana State University - Bozemanen_US
mus.data.thumbpage4en_US


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