STEM-Focused Curriculum

• In Event: Critical Components of Inclusive STEM-Focused High Schools: A Cross-Case Analysis

Abstract

Objective
What is taught in STEM schools? This cross case analysis explores the extent of STEM learning opportunities in selected inclusive STEM high schools. The analysis examines the range or STEM offerings, the rigors of those offerings, and the extent to which STEM permeates the school mission, informal activities and non-STEM subjects.

Theoretical framework
Effective STEM instruction has the ability to generate student interest in STEM, and creates opportunities for authentic STEM experiences (NRC, 2011). Curriculum is the foundation of classroom instruction, and a key indicator of successful K-12 STEM schools is a coherent set of curriculum and standards (Atkinson et al., 2007; Subotnik, Tai, Rickoff, & Almarode, 2010; Author, 2008; NRC, 2011; Rosenstock, 2008; Scott, 2009). Examining the prominence of STEM learning opportunities, then, is critical to understanding the potential impacts and distinctiveness of these STEM schools.

Method
Based on single case studies of four diverse schools, a cross-case analysis (Stake, 2006) was used to describe the aggregate features of the curriculum across inclusive STEM high schools. The research questions addressed (a) the characteristics of STEM curriculum common across the schools, and (b) the distinguishing features or unique contextual characteristics of STEM curriculum exist across schools.

Data sources
The STEM-focused curriculum of the four case study schools was assessed before and during 4 day site visits. Sources included curriculum and pacing guides, scope and sequence documents provided by administration and teachers, structured interviews with principals and curriculum specialists, classroom observations/teacher interviews, and interviews related to learning opportunities available outside the typical school day and year.

Results
Factors including breadth of courses, depth of courses, integration across courses, STEM content in non-STEM areas, and STEM-focused school mission were examined to determine common and distinguishing features of STEM curriculum across schools. All schools had graduation requirements that exceeded their state requirements, including STEM related requirements. Three of the four schools designed their offerings to ensure all students take a core STEM curriculum, yielding a STEM focus with little breadth of courses, and limited opportunities for advanced courses. The fourth school offered a large array of courses through a partnership with a local community college, which also facilitated the increased offering of advanced STEM courses.

Integration of STEM across the curriculum was observed in two of the four schools, and occurred within problem- or project-based learning opportunities. Occasionally, humanities courses at the four schools had a STEM focus. With the exception of one school that focused on 21st Century Skills, the schools had an explicit STEM mission which drove the curriculum.

Scholarly significance
National organizations including PCAST (2010) and the National Research Council (2011) have called for more research on all types of STEM schools: selective, inclusive, and career technical. The results of this cross case analysis contribute to much needed literature on the curriculum in STEM schools with strong outcomes, thus contributing to a baseline for further study and delivering insights to policy makers regarding designing and supporting STEM education.

Authors

• Ann House, SRI International

• Erin E. Peters Burton, George Mason University