It’s no secret that science, technology, engineering and math (STEM) fields are proven to be vital in today’s workplace and for America’s future economic growth. With this in mind, researchers from George Mason University and George Washington University (GW) are completing the first phase of an in-depth analysis of a new type of high school that is emerging across the United States — STEM-focused high school.
The analysis is part of a project titled “Opportunity Structures for Preparation and Inspiration (OSPrI),” which began in September 2011. OSPrI takes a closer look at well-established, inclusive STEM-focused high schools, particularly those that attract underrepresented minority students. The project is funded, over four years, by a $2.8 million grant from the National Science Foundation.
The research team members are Sharon Lynch, lead researcher of the project and professor of curriculum and pedagogy in GW’s Graduate School of Education and Human Development; Erin Peters-Burton, co-principal investigator of the project and associate professor of science education and educational psychology in George Mason’s College of Education and Human Development; Tara Behrend, assistant professor of organizational sciences at GW; and Barbara Means, a researcher from SRI International.
The researchers recently completed their first two case studies for Wayne School of Engineering in Goldsboro, N.C., and Manor New Tech High School in Manor, Texas. The results indicate how these schools have helped cultivate the strong academic performance of their students, many of whom are first-generation college goers.
The case studies detail specific design and implementation features of 10 critical components that interact to create learning environments where students go above and beyond typical school requirements.
“We are finding that schools, when they have a focus on integrated STEM education, help students see meaning and value in what they are learning,” says Peters-Burton. “Students, teachers, administrators and business partners are all working together at these STEM schools to create a positive culture around learning. Students and teachers describe their schools as their ‘home,’ where they feel part of something important.”
As the researchers continue the project, they will create detailed case studies of eight other STEM high schools in different states, with the goal of building a model of the schools’ critical components. The project will continue to explore how these critical components contribute to opportunities and the success of students in STEM-focused high schools.
Some of these components include course curriculum; use of technology in the classroom; use of qualified teachers with STEM content knowledge and experience; and support from businesses and organizations in the community. The OSPrI project will also look at the different kinds of support provided to students outside the regular school day. These might include internships and mentorships, as well as opportunities for early college enrollment.
The researchers used various methods to illuminate how these schools function and achieve their records of student success. Focus groups, surveys and interviews with students, parents, teachers, school administrators and business partners, as well as classroom observations of science, technology, mathematics and engineering classes, were employed. In addition, the researchers went into each school for four days to become more fully informed about the lives of students, teachers and school partners.
According to Burton, after the results have been compiled, the researchers will conduct a cross-case analysis of the components that are common across all of the schools. From these commonalities, the researchers will develop recommendations for others who want to create STEM-focused schools or for any school wishing to improve the offerings in STEM education.