Wayne School of Engineering: Case Study of a Rural Inclusive STEM‐Focused High School

Abstract

Rural schools face challenges that are often different than nonrural schools. Resource constraints are particularly acute in rural schools, and they struggle to offer advanced courses and extracurricular programs. The purpose of this paper is to present a descriptive, instrumental case study of an inclusive rural science, technology, engineering, and mathematics school that has successfully dealt with challenges and offers an innovative and productive learning environment, despite limited resources. For this study, a variety of on‐site and off‐site data collection techniques were used such as focus groups, classroom observation protocols, and surveys. Wayne School of Engineering (WSE) overcomes resource barriers by matching their schedule to the local community college, upgrading the rigor of their high school classes and facilitating student transition to college. WSE also requires extracurricular research projects that help students see the relevance of their in class learning, build 21st century skills, and connect to partners outside of the school. Faced with limited budgetary, technological, and logistical resources, WSE administrators, teachers, and students work collectively to overcome these barriers and provide high‐quality education by finding ways to blur the lines of traditional secondary schools.

Identifying Key Components of Teaching and Learning in a STEM School

“…This school (Orion High School, a pseudonym) is the first of its kind in the state and has generated attention from area business, community, and education stakeholders. Similar to other STEM high schools reviewed in recent literature (Peters Burton et al., ), Orion High School (OHS) has strong community support and a school‐wide emphasis on rigorous academic standards. Because of the funding invested in the school, its innovative partnership between three major school districts, and its model as an open‐access, inclusive STEM school, this evaluation study explored the context of the school, the resulting student successes, and how the principles of the school's vision were enacted in classrooms.…”

How Can They Know What They Don’t Know? The Beliefs and Experiences of Rural School Counselors about STEM Career Advising

“…Additional research is needed on rural school counseling overall, and specifically on STEM career advising in rural areas (Arnold, Newman, Gaddy, & Dean, 2005;Griffin et al, 2011;Monteiro-Leitner, Asner-Self, Milde, Leitner, & Skelton, 2006;Peters Burton et al, 2014). With careers in STEM growing (Fayer, Lacey, & Watson, 2017;Vilorio, 2014), understanding the beliefs and experiences that rural school counselors have about guiding their students toward STEM careers is important.…”

Case Study of a New Engineering Early College High School: Advancing Educational Opportunities for Underrepresented Students in an Urban Area

“…According to a JFF report on the characteristics of general early college graduates from 2009, 59% of graduates qualified for free and reduced-price lunch, about 70% were from racial/ethnic minority groups, and almost half were first-generation college attendees (Webb & Mayka, 2011). While the research on ECHSs points to multiple benefits for students, including improved high school graduation rates, few studies have investigated early colleges or STEM high schools whose emphasis is engineering (e.g., Burton et al, 2014; Lam et al, 2000; Sayler, 2015). Furthermore, because engineering programs are considered challenging, due to the high-level skills in mathematics and heavy workload these degrees require, additional research on EECHS programs as an option for students in need of advanced academic programming is worthwhile.…”

“…What we do know from the existing literature is that researchers have identified multiple benefits of ECHSs (Burton et al, 2014; Edmunds et al, 2012; Edmunds et al, 2013; Haxton et al, 2016; JFF, 2014; U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse [WWC], 2014).…”

“…They also reported that the early college students appreciated learning advanced content and focusing on their futures (see also Jung & Young, 2019). Students appreciated ECHSs’ collaborative culture and small size (Burton et al, 2014; Burton et al, 2013; Edmunds et al, 2013; Ongaga, 2010). The small size of ECHSs facilitates student engagement for learning, positive relationships between students and teachers, and provision of individualized support (Burton et al, 2014; Edmunds et al, 2013; Kaniuka & Vickers, 2010).…”