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STEM Pathways: Examining Persistence in Rigorous Math and Science Course Taking

What proportion of the STEM-interested students enroll in STEM-related career academies? Are there differences in course taking patterns among STEM-interested students who do or do not enroll in such academies? How do the course taking patterns of STEM-interested students in Florida compare with other students in the USA?

The Role of STEM High Schools in Reducing Gaps in Science and Mathematics Coursetaking: Evidence from North Carolina

The authors examined whether underserved students in North Carolina STEM high schools have similar or higher rates of advanced science and mathematics course taking than students in neighboring traditional high schools.

The Impact of Inclusive STEM High Schools on Student Achievement

To estimate the impact of “inclusive” science, technology, engineering, and mathematics (STEM) high schools.

STEM-Focused High Schools as a Strategy for Enhancing Readiness for Postsecondary STEM Programs

1) To what extent do students attending inclusive STEM high schools experience more advanced STEM courses, engaging STEM teaching, real-world STEM experiences, and supports for succeeding in STEM courses and applying to college than do students attending other high schools? 2) To what extent do ISHS students’ STEM interests, activities, achievement, and expectations differ from those of demographically similar students attending high schools without a STEM focus? 3) How are the features promoted for inclusive STEM high schools related to student STEM outcomes?

In the Guise of STEM Education Reform: Opportunity Structures and Outcomes in Inclusive STEM-Focused High Schools

1) How do eight inclusive (nonselective) urban public (non-charter) high schools (two STEM-focused and two comprehensive, traditionally structured) approach and organize opportunities for STEM for low-income historically underrepresented minorities? 2) What written and enacted opportunity structures are available, over a three-year time span (2010-2013), for high-achieving (top track) students at the four STEM-focused schools? 3) How do select teachers and counselors perceive available opportunity structures? 4) How do these opportunity structures position high-achieving students for further study and a career in STEM?

Characteristics of Schools Successful in STEM: Evidence from Two States' Longitudinal Data

This report estimates school effectiveness in science and mathematics to identify and describe both successful and un-successful schools in STEM fields.