An Investigation of Science, Technology, Engineering and Mathematics (STEM) Focused High Schools in the U.S.

Autor/in	Scott, Catherine
Titel	An Investigation of Science, Technology, Engineering and Mathematics (STEM) Focused High Schools in the U.S.
Quelle	In: Journal of STEM Education: Innovations and Research, 13 (2012) 5, S.30-39 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1557-5284
Schlagwörter	Graduation Requirements; Charter Schools; Minority Group Students; Engineering; Standardized Tests; High Schools; Partnerships in Education; STEM Education; Science Education; Mathematics Education; Technology Education; Engineering Education; Case Studies; Comparative Analysis; Professional Development; United States + Suchen Sie Ihr Suchwort? Abschlussordnung; Charter school; Charter-Schule; Maschinenbau; Standadised tests; Standardisierter Test; High school; Oberschule; Hochschulpartnerschaft; STEM; Naturwissenschaftliche Bildung; Mathematische Bildung; Technisch-naturwissenschaftlicher Unterricht; Ingenieurausbildung; Case study; Fallstudie; Case Study; USA
Abstract	This study examined the characteristics of 10 science, technology, engineering and mathematics (STEM) focused high schools that were selected from various regions across the United States. In an effort to better prepare students for careers in STEM fields, many schools have been designed and are currently operational, while even more are in the planning phase. Data collected, analyzed and documented in this report included websites, national statistics databases, standardized test scores, interviews, and published articles. A comparative case design was used to identify key components of STEM high school designs. Results from this study indicate that students who attend STEM-focused high schools outperformed their peers at similar institutions. Although programs varied, a common theme that emerged from these schools was a focus on more rigorous course requirements with electives centered on STEM content and application. Students who attended STEM schools were engaged in real-world problem solving and completed internships and/or a capstone projects to fulfill graduation requirements. Most students attending STEM schools in this study were admitted based on a lottery system while two out of the ten schools admitted all applicants. The student population was comprised of a higher number of minority students compared to other schools in the United States. The findings in this study are significant because they indicate that many students, when given the opportunity and support, are able to successfully complete rigorous STEM academic programs that go beyond the basic graduation requirements. (Contains 7 tables.) (As Provided).
Anmerkungen	Institute for STEM Education and Research. P.O. Box 4001, Auburn, AL 36831. Tel: 334-844-3360; Web site: http://www.jstem.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10