Inclusive STEM high school (ISHS) model: interest-based admission with intensive STEM preparation for all students¶

Theory · All theories
Evidence · 6 claims (4 for, 2 mixed) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 6 claims rest on one study

Description¶

The article defines an ISHS as a school that enrolls students "on the basis of interest rather than aptitude or prior achievement", provides more intensive STEM preparation than conventional high schools, and aims to prepare all students for a college STEM major. ISHSs share common design features: a rigorous STEM-focused college preparatory curriculum for all, project- or problem-based pedagogy, an extensive network of supports, career/technology/life skills, a supportive school climate, and partnerships with external organizations for out-of-school STEM experiences. The study evaluates whether this model improves postsecondary STEM outcomes.

Design Implications¶

Context¶

Requirements¶

• Enrolls students on the basis of interest rather than aptitude or prior achievement
• Provides more intensive STEM preparation than conventional high schools
• All students take the rigorous STEM-focused college preparatory curriculum, not a tracked subset

Constraints¶

• Excludes schools where only some students participate in intensive STEM programs and schools preparing for technical fields not requiring a bachelor's degree
• Curriculum and instructional practices may vary across different ISHSs

Target Learners¶

• High school students, including groups under-represented in STEM fields
• High school students from groups under-represented in STEM fields

Target Learning Objectives¶

• Preparation to succeed in a STEM major in college

Claims¶

• Ishs Triples Odds Four Year Stem Major [+M]
• Ishs Stem Major Advantage Underrepresented Subgroups [+M]
• 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 [+W]
• 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 [+W]
• 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 [~W]
• Attending an inclusive STEM high school is not associated with declaring a STEM major at a two-year college [~W]

Related Theories¶

Examples¶

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Key Sources¶

• 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