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Journal of Women and Minorities in Science and Engineering
SJR: 0.468 SNIP: 0.671 CiteScore™: 1.65

ISSN Druckformat: 1072-8325
ISSN Online: 1940-431X

Journal of Women and Minorities in Science and Engineering

DOI: 10.1615/JWomenMinorScienEng.v7.i4.50
14 pages

THE IMPACT OF VOUCHERS ON THE SCIENCE AND MATHEMATICS ACHIEVEMENT OF ELEMENTARY STUDENTS IN A MAJORITY AFRICAN AMERICAN PUBLIC SCHOOL DISTRICT

William J. Boone
Miami University, Oxford, OH
Kim K. Metcalf
College of Education-University of West Georgia
Patricia A. Muller
Indiana Center for Evaluation, Indiana University, Bloomington, IN 47405

ABSTRAKT

In many settings, the issue of publicly funded vouchers for students is being discussed. This article presents the results of evaluating test data from students living within the city boundaries of Cleveland, Ohio. In Cleveland, a limited number of low-socioeconomic status students can receive publicly funded vouchers. Data were analyzed using multivariate and univariate techniques. The results suggest that (a) students who did not return to the scholarship program from third to fourth grade exhibited lower achievement levels than those who remained in the program, (b) scholarship students who continued in the scholarship program from third to fourth grade continue to be very much like their public school counterparts, and (c) the effects of the program on scholarship students’ academic performance are slightly positive but are mediated by the schools they attend. This study is important because vouchers may or may not provide a mechanism by which the participation of underrepresented groups in science and mathematics can be increased.