The ISHS advantage in STEM career interest at the end of high school remains significant after controlling for prior middle school STEM interest and activity¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i1small
Currency · newest study 2018 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i1 Adding middle school STEM interest and activity controls changed the ISHS log odds for Grade 12 STEM career interest only slightly, from .31 (OR 1.38) to .28 (OR 1.34), both significant at p < .01. → Means 2018
Evidence¶
Means 2018¶
Means, Wang, Wei, Iwatani, & Peters. (2018). Broadening Participation in STEM College Majors: Effects of Attending a STEM-Focused High School. AERA Open. https://doi.org/10.1177/2332858418806305
q2 · i1 · causal · r2
Sensitivity analysis using the Class of 2017 cohort surveyed as freshmen and seniors, adding middle school STEM interest and activity scales to the impact model (Table 7, model B). The printed odds ratio of 1.34 is a small effect; the same six Grade 12 outcomes remained significant.
"For interest in a STEm career at the end of high school, for example, comparing model B with model A reveals that the log odds for the impact of ISHS attendance changed only slightly from .31 (with an odds ratio of 1.38) to .28 (odds ratio of 1.34), both statistically significant at the p < .01 level."
Discussion¶
Learner Variables¶
- Motivation — outcome: instruction changes it
- Interest — outcome: instruction changes it
Related Claims¶
- Attending an inclusive STEM high school nearly triples the odds of declaring a Core STEM major at a four-year college two years after high school graduation — related
- The four-year college STEM major advantage of inclusive STEM high schools holds for Hispanic, female, and economically disadvantaged students, with odds ratios above three — related
- Attending an inclusive STEM high school is not associated with declaring a STEM major at a two-year college — related
- ISHS attendance is associated with 75 to 80 percent higher odds of economically disadvantaged students entering a Texas four-year college, with no significant college-entry difference for students overall — related
- ISHS attendance is associated with more Core STEM courses completed at four-year colleges but not with STEM GPA or total courses, and shows no course-taking advantage at two-year colleges — related
- Math club participation is associated with higher odds of declaring a STEM major in college, remaining significant after propensity score matching — related
- Science club participation shows no statistically significant relationship with selecting a STEM college major — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
ishs-impact-robust-to-prior-stem-interest-controls |
title |
The ISHS advantage in STEM career interest at the end of high school remains significant after controlling for prior middle school STEM interest and activity |
description |
The ISHS advantage in STEM career interest at the end of high school remains significant after controlling for prior middle school STEM interest and activity |
status |
review |
evidence_strength |
weak |
newest_evidence |
2018 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-09 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — means-2018 |
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