Inclusive STEM high schools (ISHSs) (where STEM is science, technology, engineering, and mathematics) admit students on the basis of interest rather than competitive examination. This study examines the central assumption behind these schools – that they provide students from subgroups underrepresented in STEM with experiences that equip them academically and attitudinally to enter and stay in the STEM pipeline. Research questions: 1) To what extent do STEM interests, activities, achievement, and expectations among 12th graders attending inclusive STEM high schools differ from those of similar students attending regular comprehensive high schools? 2) To what extent do STEM interests, activities, achievement, and expectations among 12th graders from demographic groups underrepresented in STEM fields differ between those attending inclusive STEM high schools and those attending regular comprehensive high schools?
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