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¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i3 large
Currency · newest study 2018 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i3 For Hispanic, female, and low-income students at four-year colleges, ISHS attendees had odds of declaring a STEM major more than triple those of comparison school peers (odds ratios 3.53, 3.29, 4.31). → 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 · i3 · causal · r2

Subgroup propensity score-weighted HLM analyses of Texas records (Hispanic n = 575 ISHS / 1,311 comparison; female n = 414 / 1,079; economically disadvantaged n = 548 / 1,294), each with its own weighting model. The printed "odds ratios of 3.53, 3.29, and 4.31" are all significant at p < .05 or stronger.

"For Hispanic, female, and low-income students who attended four-year colleges, those who had gone to ISHSs all had odds of declaring a STEm major that were more than triple those for their peers who had gone to a comparison high school (with odds ratios of 3.53, 3.29, and 4.31 for Hispanic, female, and economically disadvantaged students, respectively)."

Discussion¶

Learner Variables¶

• Socioeconomic Status — moderator: an instructional effect differs by group
• Gender — moderator: an instructional effect differs by group

Related Claims¶

• GenAI function, intervention duration, publication year, and gender were not significant moderators of GenAI's motivational effect — the general claim this finding bears on, with the studies behind it
• 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 — 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
• Attending an inclusive STEM high school is not associated with declaring a STEM major at a two-year college — related
• 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 — a broader claim this one bears on
• 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
• Most reviewed studies used samples composed of at least 40 percent economically disadvantaged students — related