Multiple Instrumental Case Studies of Inclusive STEM-Focused High Schools: Opportunity Structures for Preparation and Inspiration (OSPrI)

• In Event: Understanding Emerging Opportunity Structures in STEM Education: Research Efforts to Explore School-Level Innovations

Abstract

This paper introduces a new research project that focuses on an innovative type of school that is quietly emerging across the US, Inclusive STEM-focused High Schools (ISHSs). Unlike older, highly selective STEM-focused schools that target students already identified as being STEM gifted/talented, the goal of ISHSs is to develop new sources of STEM talent among underrepresented minority students, and provide them with the means to succeed in school and in STEM jobs, college majors, and careers (Means, Confrey, House, & Bhanot, 2008; Scott, 2009). ISHSs have the exciting potential to create entirely new opportunity structures (Roberts, 1968) for students underrepresented in STEM fields because they help connect the dots between K-12 schooling, higher education, and STEM jobs and careers through innovative education programs that are delivered at the school level, but expand the boundaries of the normal school day and year (Carnegie Corporation, 2009). ISHSs blur boundaries between formal and informal education, and can potentially reconfigure relationships among teachers, students, and knowledge (Coburn; 2003; Elmore, 1996). Their innovative school designs are pushing limits for practice by engaging students with their communities, STEM business and industry, and early opportunities for higher education experiences (Means et al., 2008).

However, ISHSs are a new phenomenon and their ability to meet their goals (raising the STEM achievement of underrepresented students and creating new learners ready for college STEM majors and careers) has not been well-documented in the research literature (NRC, 2011), although reports of ISHSs can be found in the popular media. Moreover, several states have incorporated ISHSs into their overall state STEM plans. However, there appears to be no published rigorous, on-site studies of ISHSs designed to make systematic comparisons across ISHSs; between ISHSs and their comprehensive school counterparts; or, that used a set of common measures guided by cohesive research design. This study aims to fill this research gap to develop a body of evidence identifying the critical components of ISHSs and proposing a common theory of action.

The study’s multiple instrumental case study design (Stake, 2006; Yin, 2003) allows systematic comparisons across 12 ISHSs using descriptive statistics and common rubrics. The study offers a core set of 10 candidate critical components likely shared by well-established ISHSs: strong STEM-focused curriculum; reform-based instructional strategies like project-based learning; well-prepared, STEM-savvy teaching staff; real-world STEM partnerships with business, industry or STEM organizations; early college STEM course-taking; innovative use of technology and enhanced opportunities for cyber learning; interdisciplinary STEM curriculum and instruction; and, a learning environment that blurs the lines between the traditional school day and informal STEM learning. ISHSs schools also provide learning supports to build skills that lead students under-represented in STEM fields to higher levels of success in STEM.

The paper discusses how these critical attributes are seen in each school’s design dimension, how they are implemented (recorded in on-site visits). It explores contextual factors unique to each school that enhance or inhibit both design and implementation. Using existing databases, it compares ISHS student outcomes and comparable schools within the district and state.

Authors

• Sharon J. Lynch, The George Washington University

• Tara Behrend, The George Washington University

• Erin E. Peters Burton, George Mason University

• Barbara M. Means, SRI International