The math club–math GPA relationship holds for non-poverty students but not for poverty students, with a race-by-poverty interaction¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Coefficients for math club participation on math GPA lack statistical significance for poverty students in OLS and propensity models, while non-poverty participants have higher math GPAs. → Gottfried 2013 q2 i? By race and poverty, Black or Hispanic and White non-poverty students show higher math GPAs with math club participation; Asian students show higher GPAs regardless of poverty status. → Gottfried 2013 (2)

Evidence¶

Gottfried 2013¶

Gottfried, M. A. & Williams, D. (2013). STEM Club Participation and STEM Schooling Outcomes. Education Policy Analysis Archives, 21 (79). http://epaa.asu.edu/ojs/article/view/1361

q2 · i? · associational · r2

Fully interacted subgroup models in Table 5 (poverty defined by family welfare assistance receipt). Poverty-student coefficients were non-significant across models (e.g., 0.314+ full OLS; -0.069 nearest neighbor), while non-poverty coefficients were significant (e.g., 0.211*** full OLS).

"There was an overall lack of statistical significance on the coefficients for poverty students. This was true for OLS regressions and propensity score models. On the other hand, non-poverty students who participated in math club also have higher math GPAs."

Gottfried 2013 (2)¶

Gottfried, M. A. & Williams, D. (2013). STEM Club Participation and STEM Schooling Outcomes. Education Policy Analysis Archives, 21 (79). http://epaa.asu.edu/ojs/article/view/1361

q2 · i? · associational · r2

Race-by-poverty disaggregation in Table 5. The authors caution that high values in the Asian/poverty category (e.g., 1.731* OLS) may have arisen from the small sample size in that subgroup.

"Both Black or Hispanic and White non-poverty student subsamples tended to have higher math GPAs when participating in math club. On the other hand, participation in math club was not related to math GPA for poverty students across the same racial/ethnic groups. Asian students, regardless of poverty status, tended to have higher GPAs when participating in math clubs, however."

Discussion¶

Related Claims¶

• Gender does not moderate the club participation–GPA relationship in math or science — related
• Math club participation is positively associated with high school math GPA, with a medium standardized relationship that persists after propensity score matching — related
• STEM club participants differ descriptively from non-participants in GPA, course-taking, test scores, and college desire — related
• The science club–science GPA relationship is not significant for Asian students, though the math club relationship is