Can STEM-Focused Career and Technical Education Strengthen the STEM Pipeline for Students With Learning Disabilities?

• In Event: On the Road to Equity: Studies of the Impact and Influences of Education Policy

Abstract

Recent educational policies have emphasized the expansion of science, technology, engineering, and mathematics (STEM) courses in high school to support postsecondary pursuits in these fields. The 2006 Perkins Act reauthorization highlights the importance of expanding STEM-focused courses into the career and technical education curriculum (CTE). Yet, little is known about the link between STEM-focused CTE coursetaking and postsecondary STEM persistence for students with learning disabilities (SWLDs). Using a nationally representative data of high school students, we found that SWLDs who earn more credits of STEM-focused CTE courses did not have different college-going expectations. That said, they were more likely to declare STEM majors in college that mapped onto the fields of STEM-focused CTE courses in high school.

Authors

• Jennifer Freeman, The University of Pennsylvania

• Michael A. Gottfried, University of Pennsylvania

• Jay Plasman, The Ohio State University

• Shaun Michael Dougherty, Vanderbilt University