Access the full text.
Sign up today, get DeepDyve free for 14 days.
References for this paper are not available at this time. We will be adding them shortly, thank you for your patience.
<p>Abstract:</p><p>Given concerns that students are not prepared for STEM (science, technology, engineering and mathematics) college and careers, some states have created schools to enhance STEM proficiency. Inclusive STEM schools are designed to develop STEM interest and talent in groups of students underrepresented in STEM careers. We examined inclusive STEM schools to see whether those students were better prepared for postsecondary work than their matched peers in traditional schools. Then, we determined whether STEM schools provided a greater benefit to students underrepresented in STEM: girls, members of underrepresented minority groups, and economically disadvantaged students. Students in STEM high schools were more likely to pass advanced math and science classes, earn potential college credits, and graduate than those in traditional high schools. The effect of attending a STEM school was stronger for girls, economically disadvantaged, and underrepresented minority group students.</p>
The High School Journal – University of North Carolina Press
Published: Jul 27, 2019
Read and print from thousands of top scholarly journals.
Already have an account? Log in
Bookmark this article. You can see your Bookmarks on your DeepDyve Library.
To save an article, log in first, or sign up for a DeepDyve account if you don’t already have one.
Copy and paste the desired citation format or use the link below to download a file formatted for EndNote
Access the full text.
Sign up today, get DeepDyve free for 14 days.
All DeepDyve websites use cookies to improve your online experience. They were placed on your computer when you launched this website. You can change your cookie settings through your browser.