- The results indicate that only one school has had a positive effect on achievement- a positive effect in science that appears to have come at the expense of achievement in social studies. On the other hand, three of the six schools are associated with substantial negative effects across both STEM and, particularly, non-STEM subjects.
- The analysis reveals the critical importance of accounting for students’ prior test scores in science, in addition to math and reading, when estimating the impact of these STEM high schools. Doing so alters significantly the estimated STEM school effects across all subjects.
- Generally, student achievement suffered most in non-STEM subjects and among African Americans.
- Inclusive STEM-schools focus on problem-solving skills and group work that standardized exams may not capture. If some of these schools simply help foster student interest and attainment in STEM fields (via early college opportunities, for example), they may very well achieve their goals of improving and broadening the STEM workforce pipeline in spite of lower student achievement.