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Results show mixed effects: positive science gains for some schools often accompany reduced social studies performance, while other schools show negligible or negative impacts. The analysis emphasizes the need to control for prior science test scores.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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inclusive STEM high schools?","Question",{"text":63,"@type":64},"It measures the impact of two years of attendance at inclusive STEM high schools on tenth-grade standardized test scores in both STEM (math and science) and non-STEM subjects (reading and social studies).","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How are the school attendance effects estimated?",{"text":68,"@type":64},"The analysis uses ordinary least squares regression, propensity score–matching methods to create comparison groups, and for one school it also uses admission lottery results as an exogenous source of variation.",{"name":70,"@type":61,"acceptedAnswer":71},"What are the main results across STEM and non-STEM subjects?",{"text":72,"@type":64},"Two schools show positive effects on science achievement that appear to come at the expense of social studies achievement, while other schools have negligible or often negative effects across STEM and especially non-STEM subjects.",{"name":74,"@type":61,"acceptedAnswer":75},"Why does the study stress prior science test scores?",{"text":76,"@type":64},"It shows that accounting for students’ prior test scores in science is important, particularly when models otherwise rely only on one year of prior test-score data, which prior studies may have missed.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},589846,1792172496,{"code":4,"msg":86,"data":87},"success",[88,92,96,100,105,110,114,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & 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Author(s) 2016. [http://ero.sagepub.com](http://ero.sagepub.com)  \nThe Impact of Inclusive STEM High Schools  \non Student Achievement  \nJennifer Gnagey  \nWeber State University  \nStéphane Lavertu  \nThe Ohio State University  \nThis study is one of the first to estimate the impact of “inclusive“ science, technology, engineering, and mathematics (STEM) high schools using student-level data. We use multiple statistical strategies to estimate the effect on student achievement from  \n2 years of attendance at six such high schools in Ohio. The results indicate that two schools had positive effects on science achievement that appear to come at the expense of achievement in social studies. The other schools had negligible or, often, negative effects across both STEM and, particularly, non-STEM subjects. These results are consistent with studies indicating that inclusive STEM schools typically focus on problem-based, personalized learning rather than science and mathematics content. The analysis also reveals the importance of accounting for students’prior test scores in science, in addition to math and reading, when estimating models that use only 1 year of prior test score data—something that existing studies fail to do.  \nKeywords: inclusive STEM high schools, student achievement  \nImprovIng science, technology, engineering, and mathematics (STEM) education has become a national priority. The National Academies’ 2007 publication Rising Above the Gathering Storm asserts the importance of addressing the eroding achievement of U.S. students in mathematics and science relative to students in other countries, as well as the importance of addressing racial and gender achievement gaps in these fields. Subsequent reports have echoed these concerns—including the Report of the Academic Competitiveness Council (Academic Competitiveness Council, 2007) and The Opportunity Equation (Carnegie Corporation of New York, 2009)—and policy makers and other political actors have suggested STEM-focused schools as one possible solution. For example, the America COMPETES Act of 2007 explicitly called for providing“assistance to the states for the costs of establishing or expanding public, statewide specialty schools for mathematics and science,” and in 2010, a report by the President’s Council of Advisors in Science and Technology called for the creation of 1,000 more STEM-focused high schools within the next decade.  \nAn emerging model is the “inclusive” STEM high school. This type of high school combines nonselective admission policies with a STEM-focused curriculum to seed interest in the STEM fields and expand the STEM workforce pipeline (Means, House, Young, & Wang, 2013) . It has proliferated  \nover the last decade, enjoying support from a variety of political actors and education reformers, such as the Obama administration and the Bill and Melinda Gates Foundation. Yet, due to its recent emergence, there is little research that examines its academic impact. To our knowledge, Wiswall, Stiefel, Schwartz, and Boccardo’s (2014) study of 30 selective and nonselective STEM high schools in New York City is the only published study to use student-level data.1 They find positive impacts of STEM school attendance on some math and science exams. However, although their use of student-level data enables them to better account for selection bias than analyses that employ school-level data, they do not account for students’prior achievement in science. As our analysis reveals, that is a potentially important omission.  \nThis study estimates the impact on academic achievement of six inclusive STEM high schools established in Ohio since 2006. It employs 2006–2013 student-level administrative data from the Ohio Department of Education to estimate the impact of 2 years of attendance at these high schools on 10th-grade standardized test scores in STEM subjects (math and science) and","cbCainpRazNXZATG","https://ap.wps.com/l/cbCainpRazNXZATG","pdf",457822,21,"English","# The Impact of Inclusive STEM High Schools on Student Achievement\n## Study motivation and policy context\n## Inclusive STEM high school model\n## Research design and data\n## Main findings and interpretation","[{\"question\":\"What does the study measure about inclusive STEM high schools?\",\"answer\":\"It measures the impact of two years of attendance at inclusive STEM high schools on tenth-grade standardized test scores in both STEM (math and science) and non-STEM subjects (reading and social studies).\"},{\"question\":\"How are the school attendance effects estimated?\",\"answer\":\"The analysis uses ordinary least squares regression, propensity score–matching methods to create comparison groups, and for one school it also uses admission lottery results as an exogenous source of variation.\"},{\"question\":\"What are the main results across STEM and non-STEM subjects?\",\"answer\":\"Two schools show positive effects on science achievement that appear to come at the expense of social studies achievement, while other schools have negligible or often negative effects across STEM and especially non-STEM subjects.\"},{\"question\":\"Why does the study stress prior science test scores?\",\"answer\":\"It shows that accounting for students’ prior test scores in science is important, particularly when models otherwise rely only on one year of prior test-score data, which prior studies may have missed.\"}]","The Impact of Inclusive STEM High Schools on Student Achievement | PDF",1792068249,53]