Modeling Successful STEM High Schools in the United States: An Ecology Framework

Abstract

This study aims to generate a conceptual framework for specialized Science, Technology, Engineering, and Mathematics (STEM) schools. To do so, we focused on literature and found specialized STEM schools have existed for over 100 years and recently expanded nationwide. The current perception for these schools can be described as unique environments including advanced curriculum, expert teachers, and opportunities for internships and immersion. Researchers have categorized these schools with three types: (a) selective STEM schools, (b) inclusive STEM schools, and (c) schools with STEM-focused career and technical education (CTE). Finding from the studies exploring college and career readiness of students attending these schools revealed students from specialized STEM schools are performing slightly better on high-stake mathematics and science tests in comparison with students in traditional schools. Studies also showed students from specialized STEM schools are more interested in STEM, more willing to attend classes, more likely to pass state tests, and more likely to earn college degrees. After synthesizing the literature, we created a conceptual framework of effective learning environments for specialized STEM schools using an ecology metaphor. This framework included actors (students, teachers, community leaders, and role models), contextual factors (learning environments, curriculum, instructional strategies, advanced coursework, and technology use), and actions (teaching, learning, immersion, communication, partnering, mentoring, support, and assessment).

Integrated STEM Assessment Model

“…There are many types of STEM schools emerging in the U.S., and these schools specifically integrate engineering and technology into their classrooms Bicer et al, 2015;Erdogan & Stuessy, 2015). In addition, some of them offer specific technology and engineering courses (e.g, Project Lead The Way STEM schools (Tai, 2012)).…”

STEM Applications in Turkish Science High Schools

“…National Science Education Standards were published within the scope of the science curriculum to give direction to schools on how to teach (National Research Council, 1996). This program was the basis for both the development of the U.S. and STEM program (Erdogan & Stuessy, 2015a (2015) were the important developments for Turkey as well. Therefore, the Education Faculties of all universities in Turkey accelerated their research studies on STEM, many scientific projects started and thesis published, and many articles being published at scientific journals.…”

“…These objectives of Science High Schools indicate today's Science, Technology, Engineering and Mathematics (STEM) education (Erdogan & Stuessy, 2015a;Erdogan & Stuessy, 2015b). The following teams and councils were established to ensure the efficiency of government activities in order to develop STEM education with; the realization of the importance of school and environment cooperation, the support of local authorities and civil society organizations, and the development of cooperation with all types of institutions:…”

Identifying and Verifying Earthquake Engineering Concepts to Create A Knowledge Base in STEM Education: A Modified Delphi Study

“…Science, Technology, Engineering, and Mathematics (STEM) education in the last two decades has been a critical focus for stakeholders in public education (Erdogan & Stuessy, 2015a, 2015bLopez et al, 2011;Nathan, Atwood, Prevost, Phelps, & Tran, 2011;Navruz, Erdogan, Bicer, Capraro, & Capraro, 2014;Wilson, 2011). Policymakers, researchers, and educators recognize the role of STEM education on the economic welfare and leadership status of the US (President's Council of Advisors on Science and Technology, 2010), as well as students' development of science literacy (Duschl, Schweingruber, & Shouse, 2007).…”