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

  1. In neither city did the enthusiasm and intention to reform STEM education by establishing STEM-focused schools translate into meaningful improvements.
  2. Graduation requirements, accountability demands, and students’ weak academic performance worked against plans to offer, enroll, and staff more STEM courses.
  3. In the Buffalo STEM-focused schools, there was a rapid and more pronounced pattern of erosion of higher-level STEM opportunities. At both schools, advanced math and science course offerings and course content were either completely eliminated or markedly scaled back.
  4. Forms of erosion, which were evident in both Buffalo and Denver, represent substantial alterations to available opportunity structures.
  5. The dissolution of high-level math courses in the two cities is particularly problematic with respect to opportunities for post-secondary options and higher-level STEM careers, as successful completion of high-level math courses is a strong predictor of admission to highly competitive colleges.
  6. In both cities, when the STEM-focused schools could not or did not offer higher-level math courses, they effectively precluded entrance to highly competitive colleges and many STEM careers for its top students.