The Impact of Inclusive STEM High Schools on Student Outcomes: A Statewide Longitudinal Evaluation of Texas STEM Academies

Autor/in	Saw, Guan
Titel	The Impact of Inclusive STEM High Schools on Student Outcomes: A Statewide Longitudinal Evaluation of Texas STEM Academies
Quelle	In: International Journal of Science and Mathematics Education, 17 (2019) 8, S.1445-1457 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-018-09942-3
Schlagwörter	STEM Education; Inclusion; High Schools; Outcomes of Education; Longitudinal Studies; Specialization; Access to Education; Disproportionate Representation; Socioeconomic Influences; Academic Persistence; Mathematics Achievement; Advanced Courses; Graduation Rate; High School Graduates; Minority Group Students; Low Income Students; Texas + Suchen Sie Ihr Suchwort? STEM; Inklusion; High school; Oberschule; Lernleistung; Schulerfolg; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Arbeitsteilige Spezialisierung; Education; Access; Bildung; Zugang; Bildungszugang; Sozioökonomischer Faktor; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Fortgeschrittenenunterricht; High schools; Graduate; Graduates; Absolvent; Absolventin
Abstract	In recent years, the number of science, technology, engineering, and mathematics (STEM) specialized schools has been rapidly increasing internationally. In the United States, a new movement of establishing inclusive STEM high schools (ISHSs) aimed at expanding access to specialized STEM education for underrepresented and diverse student groups has begun to emerge. Due to its recent emergence, rigorous evidence on the impact of ISHSs on student outcomes is scarce and inconclusive. This study adds to this limited but growing body of empirical literature by examining whether ISHSs have an effect on student achievement, course-taking, and high school completion, and if effects vary by sociodemographic subgroups. Focusing on the Texas STEM academies--the largest cluster of ISHSs in the US, and analyzing a decade-long data from the Texas Statewide Longitudinal Data System, pooled regression analysis results showed that while ISHSs had no impact on student test scores in mathematics and science, the effects are positive on completing advanced level math courses in high school. Subgroup analyses indicated that ISHSs generally have no differential effects on student outcomes by sociodemographic subgroups, with the exception that they improve the rates of high school graduation for racial minority and low-income students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01