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

Session Type: Symposium

Abstract

Traditionally in the United States, STEM high schools have had selective admissions criteria and enrolled highly talented and motivated students. However, as an attempt in part to increase the flow of the STEM “pipeline”, a new type of high school is emerging, high schools which have no academic admission criteria and enroll students of all levels. This symposium will synthesize findings from NSF-funded research on four case studies of Inclusive STEM High Schools (ISHSs)across the United States with regard to STEM curriculum, instruction, teacher preparation, administrative structure, and student supports. The results of this cross-case analysis contribute systematic comparisons across ISHSs, identifying the conditions crucial to design and implementation of well-established inclusive STEM schools.

Sub Unit

• SIG-Science Teaching and Learning

Chair

• Erin E. Peters Burton, George Mason University

Papers

• Administrative Structure - Tara Behrend, The George Washington University; Michael Robert Ford, The George Washington University

• Supports for Students - Sharon J. Lynch, The George Washington University; Kathleen Ross, The George Washington University

• Teachers - Nancy Spillane, The George Washington University

• STEM-Focused Curriculum - Ann House, SRI International; Erin E. Peters Burton, George Mason University

• Instruction - Edmund M. Han, The George Washington University

Discussant

• James Hamos, National Science Foundation