Journal of Women and Minorities in Science and Engineering

ISSN for PRINT: 1072-8325

For Online Access

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2004, Volume10

Issue 3

97 pages

DOI: 10.1615/JWomenMinorScienEng.v10.i3

Issue price - $42.00

Kim K. Metcalf
Indiana Center for Evaluation, Indiana University, Bloomington, IN 47405

William J. Boone
School of Education, Indiana University, Bloomington, IN 47405

Natalie A. Legan
Indiana University, Bloomington, IN 47405

Kelli M. Paul
Indiana University, Bloomington, IN 47405

Vouchers for students in urban school districts may promote the increased participation of underrepresented groups in the fields of science and engineering in at least two ways: (a) by optimizing the achievement of students who use vouchers and (b) by expanding the scope of educational and curricular options available to students. Presently, nearly 5,000 children in Cleveland, Ohio, attend private schools with publicly funded vouchers. This study presents the results of evaluating the achievement of a cohort of these students from the fall of first grade to the spring of fourth grade. For public school students, first grade seems to be a time during which they catch up with peers who attend private schools with vouchers. The analysis of data using adjusted measures suggests no differences in achievement from first grade to fourth grade with respect to achievement in many content areas. The use of unadjusted measures suggests possible differences with respect to fourth grade reading (with voucher students performing at a statistically higher level than their peers). The present data set neither clearly supports nor refutes the use of vouchers.

DOI: 10.1615/JWomenMinorScienEng.v10.i3.10 Download article, 14 pages

Article price - $35.00

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