Variations in the Intensity of Specialized Science, Technology, Engineering, and Mathematics (STEM) High Schools

Abstract

Educators and policymakers in the United States advocate the development of specialized STEM (science, technology, engineering, and mathematics) schools, but little is known about the unique features and practices of these schools. Because no meaningful differences have been found attributable to model type (Tofel-Grehl & Callahan, 2014), the current study purposefully sampled 6 specialized STEM schools in the United States that provided different levels of STEM experiences for students related to highly varied goals and missions using a grounded theory approach. Schools were found to fall into two categories, high and low STEM intensity, based on five major traits. Schools categorized as "higher STEM intensity and focus" had students who reported a stronger interest in a future STEM career, offered substantially more high-level STEM classes, and retained a faculty with a higher number of terminal area content degrees compared to schools categorized as "lower STEM intensity." Although there are significant common themes and programmatic themes and features among different STEM schools, substantial differences exist between the nature and intensity of the STEM experiences of schools. Categorizing STEM schools into higher and lower STEM experience intensity provides a useful mechanism for examining those differences. Students in schools with a higher STEM intensity appear to spend more time on the "doing" of science.With increased attention to STEM education has come increased funding for and focus on specialized STEM schools. However, all schools are not created equal; variations in implementation and mission may affect student experiences at these schools. Insights into and understanding of factors that meaningfully differentiate across STEM schools and what makes them successful is key to better understanding any differences in student outcomes. The purpose of this article is to explicate and explore observed variations across specialized STEM schools. STEM Schools Defined and Described What Is a STEM School?No current curricular or programmatic standards currently exist for establishing a specialized STEM school. Common features of specialized STEM schools are amorphous and are based on

Identifying a typology of high schools based on their orientation toward STEM: A latent class analysis of HSLS:09

“…They found that selective STEM high schools collectively offer a variety of STEM courses, research opportunities for students, and professional development for teachers. However, these features can also distinguish selective STEM high schools based on the resulting student experiences as Tofel‐Grehl and Callahan () found in a related study. Using the same sample of selective STEM high schools in their 2014 study, they categorized schools based on the intensity of the STEM experience offered to students.…”

“…Bybee () and English () point out that inconsistency in definitions presents the issue of inequitable STEM discipline representation in STEM education policy, programs, and practices. In like manner, definitions of what constitutes a STEM‐focused high school has not reached a consensus among researchers (Tofel‐Grehl & Callahan, , ). This presents challenges around evaluating the effectiveness of these school models (LaForce et al, ).…”

“…Unfortunately, students may be denied admission into these selective STEM high schools if they do not perform well enough on competitive admissions examinations. As a result, they miss out on the rigorous STEM environments these schools offer (Means et al, ; Tofel‐Grehl & Callahan, ). One critique of selective STEM high schools is their lack of racial and economic diversity.…”

“…In the literature, there is much variation in how STEM fields and schools are defined (LaForce et al, ). STEM‐focused high schools are often identified based on self‐identification and their mission statements (Tofel‐Grehl & Callahan, , ), whereas some STEM‐focused high schools have adopted a STEM label without the academically intensive STEM‐focused program (Eisenhart et al, ). The research in this area has also been unclear as to what essential features truly differentiates STEM‐focused high schools from other comprehensive schools (Tofel‐Grehl & Callahan, ).…”

“…Research and policy reports on STEM‐focused high schools, especially from the National Research Council, suggest a typology that includes three school models: selective STEM school, inclusive STEM schools, and STEM‐focused career and technical education (CTE; Means et al, ; National Research Council, ; Tofel‐Grehl & Callahan, , ). Research on the effects of STEM‐focused high schools is varied.…”