Examining the Role of Inclusive STEM Schools in the College and Career Readiness of Students in the United States: A Multi-Group Analysis on the Outcome of Student Achievement

Autor/inn/en	Erdogan, Niyazi; Stuessy, Carol
Titel	Examining the Role of Inclusive STEM Schools in the College and Career Readiness of Students in the United States: A Multi-Group Analysis on the Outcome of Student Achievement
Quelle	In: Educational Sciences: Theory and Practice, 15 (2016) 6, S.1517-1529 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	STEM Education; College Readiness; Career Readiness; Grade 11; High Stakes Tests; Reading Achievement; Mathematics Achievement; Science Achievement; Traditional Schools; Special Schools; Comparative Analysis; Institutional Characteristics; Gender Differences; Ethnic Groups; Racial Differences; Socioeconomic Influences; State Standards; Scores; Quasiexperimental Design; Texas + Suchen Sie Ihr Suchwort? STEM; School year 11; 11. Schuljahr; Schuljahr 11; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Traditioneller Unterricht; Special school; Sonderschule; Geschlechterkonflikt; Ethnie; Rassenunterschied; Sozioökonomischer Faktor
Abstract	The most prominent option for finding a solution to the shortage of workers with STEM knowledge has been identified as specialized STEM schools by policymakers in the United States. The current perception of specialized STEM schools can be described as a unique environment that includes advanced curriculum, expert teachers, and opportunities for internships and immersion. This study highlights the college readiness of STEM school graduates in comparison with traditional high school graduates. Using 11th grade students' high-stake test results in reading, mathematics, and science, this article compares the achievement outcomes of both school types. In answering the research questions related to student success for attendees of either STEM or traditional schools, this research concluded that success with reading, mathematics, and science high-stake tests for students does not differ by school type. However, student demographic variables (gender, ethnicity, socioeconomic status, and special education status) may influence the success of students attending STEM schools. For example, the results revealed a statistical significance between the reading, mathematics, and science scores of male, Hispanic, White, and economically disadvantaged students from STEM and traditional schools. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.estp.com.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01