Inclusive STEM High Schools: Promise for New School

Communities and Democratizing STEM

Sharon J. LynchSharon J. LynchThe George Washington The George Washington

UniversityUniversity

Graduate School of Education Graduate School of Education and Human Developmentand Human Development

) )

Opportunity Structures for Preparation & Opportunity Structures for Preparation & Inspiration Inspiration

(OSPrI): A Cross-case Analysis of Inclusive (OSPrI): A Cross-case Analysis of Inclusive STEM-focused High schoolsSTEM-focused High schools

Co-PIsCo-PIs►Tara Behrend, Tara Behrend, George Washington UGeorge Washington U►Erin Peters Burton, Erin Peters Burton, George Mason UGeorge Mason U►Barbara Means, SRI Barbara Means, SRI InternationalInternational

Research Staff, GWUResearch Staff, GWU►Kathleen RossKathleen Ross►Nancy SpillaneNancy Spillane►Mike FordMike Ford►Ed HanEd Han►Sam KaminskySam Kaminsky

What is STEM education?

A Good Definition of STEM Education

“…an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling the development of STEM literacy and with it the ability to compete in the new economy” (Tsupros, Kohler, & Hallinen, 2009).

►Attracting the attention of political leaders, business and industry, philanthropy and NGOs.►STEM literacy for all.

What is an Inclusive STEM-Focused

School?

InclusiveInclusive STEM-focused High STEM-focused High SchoolsSchools

ISHSs:ISHSs: ►Self-identify as STEM schools. Self-identify as STEM schools. ►Are schools of choice with specific missions to Are schools of choice with specific missions to increase participation of groups under-increase participation of groups under-represented in STEM.represented in STEM.►Have Have ““openopen”” admissions, lottery, few admissions, lottery, few requirements.requirements.►Provide high quality STEM learning Provide high quality STEM learning experiences for students, with support systems experiences for students, with support systems for success.for success.►Link local economies, communities, and Link local economies, communities, and colleges/universities: community involvement colleges/universities: community involvement in conception and delivery. in conception and delivery.

OSPrI: Importance of StudyOSPrI: Importance of Study

This study is important because: This study is important because: ►Encouraged by President Obama and the White Encouraged by President Obama and the White House. House. ►ISHSs are included in several state plans (OH, NC, ISHSs are included in several state plans (OH, NC, TX, WA, and TN).TX, WA, and TN).►But, the ability of ISHSs to prepare new learners But, the ability of ISHSs to prepare new learners ready for college STEM majors and careers not been ready for college STEM majors and careers not been well documented. well documented. ►There is no umbrella philosophy or organizational There is no umbrella philosophy or organizational structure for ISHSs. structure for ISHSs. ►But a companion ISTEM study (Means et al.) is in But a companion ISTEM study (Means et al.) is in progress that explores the impact of ISHSs in NC. progress that explores the impact of ISHSs in NC.

Opportunity Structure ModelOpportunity Structure Model► Proposed by Kenneth Roberts (1968)Proposed by Kenneth Roberts (1968)► Theories of career development that held that Theories of career development that held that

hard work and good choices determined job hard work and good choices determined job choices and success.choices and success.

► Roberts’ research: Geographic and social Roberts’ research: Geographic and social proximity determines access to different types of proximity determines access to different types of employment.employment.

► AHA! STEM schools intentionally build opportunity AHA! STEM schools intentionally build opportunity structures and expand students’ possibilities for structures and expand students’ possibilities for jobs and careers as they contribute to the quality jobs and careers as they contribute to the quality of STEM learning. This is win/win for students.of STEM learning. This is win/win for students.

► This is why they are exciting.This is why they are exciting.

ISHSs Build Opportunity ISHSs Build Opportunity Structures, PurposefullyStructures, Purposefully

The choice is not “school OR work”; rather it The choice is not “school OR work”; rather it is “school and work” – mentors and projects is “school and work” – mentors and projects build social capital.build social capital.►Develop students’ cognitive assets, Develop students’ cognitive assets, especially in STEM.especially in STEM.►Develop non-cognitive factors, enhancing Develop non-cognitive factors, enhancing 2121stst century skills. century skills.►Enhance students’ contacts and experiences Enhance students’ contacts and experiences to produce (more) social capital.to produce (more) social capital.

Research QuestionsResearch Questions

►Is there a core set of critical components Is there a core set of critical components implemented in well-established, promising implemented in well-established, promising ISHSs? Do other critical components emerge? ISHSs? Do other critical components emerge?

►Is there a model that captures the critical Is there a model that captures the critical components? components?

(A model would contribute to understanding the (A model would contribute to understanding the feasibility of scale-up and sustainability.) feasibility of scale-up and sustainability.)

Candidate Critical Components:Candidate Critical Components:Creating Opportunities in ISHSsCreating Opportunities in ISHSs

1.1. STEM-focused curriculumSTEM-focused curriculum

2.2. Reform instructional strategies & Project-based Reform instructional strategies & Project-based learninglearning

3.3. Integrated, innovative technology use Integrated, innovative technology use

4.4. Blended formal/informal learning beyond the typical Blended formal/informal learning beyond the typical school day, week, or year school day, week, or year

5.5. Real-world STEM partnershipsReal-world STEM partnerships

6.6. Early college-level coursework Early college-level coursework

7.7. Well-prepared STEM teaching staffWell-prepared STEM teaching staff

8.8. Inclusive STEM missionInclusive STEM mission

9.9. Administrative structureAdministrative structure

10.10.Special supports for under-represented studentsSpecial supports for under-represented students

How are the 10 Critical Components How are the 10 Critical Components designed into and implemented in designed into and implemented in

each STEM School? each STEM School?

►Select 12 Select 12 ““well-well-establishedestablished”” STEM STEM schools.schools.

►Look for 10 Look for 10 “suspected” critical “suspected” critical components, but components, but capture other capture other important elements important elements and variations in and variations in context.context.

►Conduct cross-case Conduct cross-case analyses to define analyses to define common model.common model.

Highly Diverse: Demographics of 3 OSPrI Study Schools(% Female, African-American/Black, Hispanic, White, Asian,

Economically Disadvantaged/Free and Reduced Lunch Eligible)

Texas North Carolina Colorado

“Exemplar” OSPrI study schools in 3 states: Student Outcomes

Percent Proficient on State Assessments

Outcomes • Colorado school: 100% of

students admitted to college—most to 4-year colleges (60% of students are African American or Latino/a).

• Rural North Carolina school achieves higher college admissions rates than nearby schools, despite lack of resources.

• Texas school achieved 100% college admission rate in 2012 with 65% of graduates “first generation” to attend college”.

How do ISHSs accomplish this?

Cognitive FactorsCognitive Factors

►More STEM courseworkMore STEM coursework during high during high school, or fast-tracking through high school school, or fast-tracking through high school to take college courses. to take college courses.

►Instructional Practices Instructional Practices range from 100% range from 100% project-based learning to traditional project-based learning to traditional mastery learning aimed at college success. mastery learning aimed at college success.

►Dedicated, qualified STEM teaching staff Dedicated, qualified STEM teaching staff provide more instructional hoursprovide more instructional hours in in targeted and innovative ways.targeted and innovative ways.

Non-cognitive Factors~Non-cognitive Factors~2121stst Century Skills Century Skills

ISHSs create/develop:ISHSs create/develop:►Flattened hierarchies between Flattened hierarchies between students, teachers and knowledge students, teachers and knowledge through project-based learning, ubiquitous through project-based learning, ubiquitous technology use, and early college enrollment. technology use, and early college enrollment. ►School data systems School data systems involve both involve both students and parents.students and parents.►Character and values developedCharacter and values developed. . Students pride themselves on inclusive Students pride themselves on inclusive environment for all. environment for all.

Opportunity Structures that Opportunity Structures that Enhance Social CapitalEnhance Social Capital

►Mentoring systems, community-based STEM Mentoring systems, community-based STEM experiences; long-range contextualized experiences; long-range contextualized challenge projects.challenge projects.

► College admissions honed. Students College admissions honed. Students empowered to grow STEM identities through empowered to grow STEM identities through a succession of increasingly challenging, a succession of increasingly challenging, successful experiences in school and successful experiences in school and community. community.

►Horizons for education, careers and life Horizons for education, careers and life expand.expand.

Insights and Policy Insights and Policy ImplicationsImplications

InsightsInsights► ISHSs are broadening the notion of school ISHSs are broadening the notion of school

community in innovative ways, affecting cognitive community in innovative ways, affecting cognitive and non-cognitive factors.and non-cognitive factors.

► ISHSs deliberately create opportunity structures ISHSs deliberately create opportunity structures not typically available through families, neighborhoods, not typically available through families, neighborhoods, or community paths. or community paths.

► Families are involvedFamilies are involved. This is not a deficit model but . This is not a deficit model but an opportunity model. an opportunity model.

► If a student graduates, If a student graduates, she/he is going to collegeshe/he is going to college, or , or already part way through college. already part way through college.

► ISHSs ISHSs democratize STEM democratize STEM for students; the message to for students; the message to community is that under-represented students can do community is that under-represented students can do STEM with great success and are a valuable resource. STEM with great success and are a valuable resource.

Policy ImplicationsPolicy Implications

► Inclusive STEM high schools are test beds for STEM Inclusive STEM high schools are test beds for STEM innovations; innovative and flexible. innovations; innovative and flexible.

► While ISHSs are few, they are powerful examples of what While ISHSs are few, they are powerful examples of what regular students interested in STEM can do when regular students interested in STEM can do when opportunity structures are deliberately built into schools opportunity structures are deliberately built into schools using expansive notions of school community. using expansive notions of school community.

► ISHSs can aid local economies AND reduce inequalities. ISHSs can aid local economies AND reduce inequalities. These are not only twin goods, they are inter-dependent. These are not only twin goods, they are inter-dependent.

The EndThe End

Website: Website:

http://http://ospri.research.gwospri.research.gwu.edu/aboutu.edu/about

References► Carnegie Corporation (2009). The opportunity equation: Transforming

mathematics and science education for citizenship and the global economy. New York: Author.

► Larmer, JLarmer, J. (2009). . (2009). PBL starter kitPBL starter kit. Buck Institute for Education. p. 4. Buck Institute for Education. p. 4► Lynch, S.J., Means, B., Berhend, T. & Peters Burton, E. (2011). Multiple Multiple

Instrumental Case Studies of Inclusive STEM-focused High Schools: Instrumental Case Studies of Inclusive STEM-focused High Schools: Opportunity Structures for Preparation and Inspiration (OSPrI) Opportunity Structures for Preparation and Inspiration (OSPrI)

► Means, B., Confrey, J., House, A., & Bhanot, R. (2008). STEM high schools: Specialized science technology engineering and mathematics secondary schools in the U.S. (Bill and Melinda Gates Foundation Report). Retrieved from National High School Alliance website: http://www.hsalliance.org/stem/index.asp

► New Tech High Foundation. (2010). New tech network. Retrieved from http://www.newtechnetwork.org/

► NRC, (2011). Successful STEM Education. Washington, DC: National Academies Press.

► Obama, B. (2010, September 16). Remarks by the President at the announcement of the “Change the Equation” Initiative. Available at http://www.whitehouse.gov/the-press-office/2010/09/16

► Scott, C.E. (2009). A comparative case study of characteristics of science, technology, engineering, and mathematics (STEM) focused high schools. Retrieved from Proquest (AAT 3365600

► Subotnik, R., Tai, R. & Almarode, J. (2011). Study of the Impact of Selective SMT High Schools: Reflections on Learners Gifted and Motivated in Science and Mathematics .

► Tsupros, N., R. Kohler, and J. Hallinen, 2009. STEM education: A project to identify the missing components, Intermediate Unit 1 and Carnegie Mellon, Pennsylvania

► Young, V., Adelman, N., Cassidy, L., Goss, K., House, A., Keating, K., et al. Evaluation of the Texas High School Program. Third comprehensive annual report. Austin, TX: Texas Education Agency.