What Does It Take a Regular School to Become a Successful STEM Early College?

• In Event: Moscone Center North Roundtable Session 11
  In Roundtable Session: Examining STEM Pathways and STEM Equity in College

Abstract

This paper reports on a mixed-methods, quasi-experimental evaluation of changes in school environment and impacts on students resulted from the STEM Early College project. This large-scale project combined a STEM focus with the college readiness emphasis in the Early College model and expanded the model to comprehensive schools, with the goal of improving STEM education for 22,000 high need middle and high school students. There were significant impacts on the percentage of students receiving at least one college credit and the average number of credits earned, driven by the increased enrollment and success in STEM-focused dual enrollment courses. These impacts resulted from comprehensive changes in schools, including more rigorous STEM curriculum and instruction and STEM-focused pathways.

Authors

• Nina Arshavsky, University of North Carolina - Greensboro

• Julie A. Edmunds, University of North Carolina - Greensboro

• William Dudley, University of North Carolina - Greensboro

• Bryan C. Hutchins, University of North Carolina - Greensboro

• Karla C. Lewis, University of North Carolina - Greensboro

• Victoria C Coyle, SERVE Center at UNCG