[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-590119-105":59,"doc-detail-590119-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","whos-taking-what-applied-stem-coursetaking-for-high-school-students-with-learning-disabilities","Who’s Taking What - Applied STEM Coursetaking for High School Students With Learning Disabilities","","Applied STEM courses within career and technical education aim to reinforce academic STEM learning and sustain students’ long-term interest in STEM careers. The study examines whether high school students with learning disabilities differ from students without disabilities in overall CTE coursetaking and specifically in applied-STEM-CTE enrollment. Using the High School Longitudinal Study, findings show students with learning disabilities earn more CTE units, but do not take different amounts of applied-STEM-CTE courses. Policy implications follow for improving access and persistence in STEM pathways.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/whos-taking-what-applied-stem-coursetaking-for-high-school-students-with-learning-disabilities/590119/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/whos-taking-what-applied-stem-coursetaking-for-high-school-students-with-learning-disabilities/590119.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about Applied STEM courses?","Question",{"text":112,"@type":113},"It examines whether CTE coursetaking differs for students with learning disabilities versus those without disabilities, and whether there are specific differences in applied-STEM-CTE coursetaking.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What data source is used in the study?",{"text":117,"@type":113},"The study uses the High School Longitudinal Study, a nationally representative dataset of high school students.",{"name":119,"@type":110,"acceptedAnswer":120},"What are the main findings regarding applied-STEM-CTE enrollment?",{"text":121,"@type":113},"Students with learning disabilities are more likely to earn more CTE units overall, but they do not take different amounts of applied-STEM-CTE courses compared with students without disabilities.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590119,1792160529,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2021, Vol. 7, No. 1, pp. 1–16 DOI: 10. 1177/2332858421999078  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2021. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nWho’s Taking What?“Applied STEM” Coursetaking for High School Students With Learning Disabilities  \nMichael A. Gottfried  \nUniversity of Pennsylvania  \nJay Plasman   \nOhio State University  \nJennifer A. Freeman  \nUniversity of Pennsylvania  \nShaun Dougherty  \nVanderbilt University  \nIncreasing and improving the science, technology, engineering, and mathematics (STEM) educational pipeline has been a point of emphasis for decades, and federal policy in the United States has urged high schools to embed new types of STEM courses into the curriculum. As one example, applied STEM courses—one growing branch within career and technical education (CTE)—are designed to reinforce traditional academic STEM content and to motivate students’ interests and long-term pursuits in STEM areas. That said, little is known about who takes these courses, and applied-STEM-CTE enrollment in these courses has not been explored in the research for students with learning disabilities. Using the High School Longitudinal Study (a nationally representative data set of high school students), we asked whether CTE coursetaking differed for students with learning disabilities compared with those without disabilities, and whether there were specific coursetaking differences in applied-STEM-CTE. We found that students with learning disabilities were more likely to earn more units in CTE courses compared with students without disabilities. Yet, when looking at applied-STEM-CTE courses, we see that although students with learning disabilities earn more CTE units than students without disabilities, students with learning disabilities do not take different amounts of applied-STEM-CTE courses. Implications are discussed.  \nKeywords: career development, correlational analysis, educational policy, individual differences  \nReseaRch indicates that students who pursue and excel in science, technology, engineering, and mathematics (STEM) coursework in high school are more likely to succeed in college and in career (Maltese & Tai, 2011; Plasman et al. , 2017; Sass, 2015) . This underscores the importance of supporting an educational pipeline in STEM, particularly given that STEM fields have consistently been projected to experience faster employment and economic growth than other occupational areas (e.g. , Carnvale et al., 2011; Langdon et al., 2011; Vilorio, 2014) . One glaring concern, however, is that students with learning disabilities are severely underrepresented in STEM fields throughout this STEM pipeline—that is, high school coursetaking to college majors and ultimately into career (Moon et al. , 2012; National Science Foundation, 2013) .  \nIn an effort to address students with learning disabilities’underrepresentation in STEM, determining ways to promote persistence and success along this STEM pipeline has become focal in educational policy. One noteworthy example is the federal Perkins legislation (i.e., the Carl D. Perkins Strengthening Career and Technical Education for the 21st Century Act, most recently authorized in 2006 as Perkins IV and in 2018 as Perkins V), which provides funding to maintain and further expand career and technical education (CTE) programming. Through the Perkins legislation, high school CTE courses are designed to provide “competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, technical skills and occupation-specific skills”(Carl D. Perkins Career and Technical Education Act, p. 4). A primary goal of the act  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial ","cbCailPbghAiorFk","https://ap.wps.com/l/cbCailPbghAiorFk","pdf",426503,16,"English","# Introduction\n# Applied STEM and CTE Policy Context\n## Perkins Legislation and Access Goals\n# Study Design and Data Source\n## High School Longitudinal Study\n# Findings and Implications","[{\"question\":\"What does the study examine about Applied STEM courses?\",\"answer\":\"It examines whether CTE coursetaking differs for students with learning disabilities versus those without disabilities, and whether there are specific differences in applied-STEM-CTE coursetaking.\"},{\"question\":\"What data source is used in the study?\",\"answer\":\"The study uses the High School Longitudinal Study, a nationally representative dataset of high school students.\"},{\"question\":\"What are the main findings regarding applied-STEM-CTE enrollment?\",\"answer\":\"Students with learning disabilities are more likely to earn more CTE units overall, but they do not take different amounts of applied-STEM-CTE courses compared with students without disabilities.\"}]","Who’s Taking What - Applied STEM Coursetaking for High School Students With Learning Disabilities | PDF",1792068832]