Background: Inclusive STEM (traditionally known to stand for "Science, Technology, Engineering, and Math") high schools are emerging across the country as a mechanism for improving STEM education and getting more and diverse students into STEM majors and careers. However, there is no consensus on what these schools are or should be, making it difficult to both evaluate their effectiveness and scale successful models. We addressed this problem by working with inclusive STEM high school leaders and stakeholders to articulate and understand their intended school models. This "bottom-up" approach is in contrast with other studies that have taken a "top-down," literature-based approach to defining STEM schools. Results: Through this process, we identified 76 critical components of STEM schools and derived a theoretical framework of eight elements that represent the common goals and strategies employed by inclusive STEM high schools across the country: Personalization of Learning; Problem-Based Learning; Rigorous Learning; Career, Technology, and Life Skills; School Community and Belonging; External Community; Staff Foundations; and External Factors. This framework offers a clear picture of what exactly inclusive STEM schools are and common language for both researchers and practitioners. Interestingly, STEM disciplinary content did not emerge as a defining component across school models.

Abstract:Amid growing concerns about the future of the U.S. economy and workforce, educators and policymakers alike have increasingly emphasized the need to expand the number of students interested in, qualified for and actually pursuing careers in science, technology, engineering and mathematics (STEM). The current study draws on survey responses from a sample of 3852 high school students at inclusive STEM schools across the U.S. to investigate how project-and problem-based learning (PBL) may work to address this need. Multivariate regression results indicate that student ratings of PBL are associated with interest in pursuing a career in STEM, as well as with intrinsic motivation for science and students' ability beliefs for both science and math. Further, mediation analysis using Hayes' (2014) MEDIATE macro suggests that science intrinsic motivation and ability beliefs mediate the relationship between perceived PBL experiences and student interest in a future STEM career (IFSC). Our results highlight the important potential of PBL for increasing student STEM attitudes and interest in future STEM careers. As one of the only large-scale quantitative analyses of its kind, this study provides critical information for educators, school administrators and policymakers as they continue to seek effective ways of encouraging students to pursue STEM careers.

Background: Inclusive STEM high schools employ a variety of instructional strategies, including PBL (problem and/or project-based learning) experiences, with the goals of building students' 21st century skills, facilitating long-term academic success, and encouraging pursuit of STEM careers. PBL approaches are central to the goals of inclusive STEM schools; however, at this writing, no description of the implementation of PBL at these schools exists. Material and Methods: The current study draws on classroom observations and teacher interviews to describe PBL implementation across schools and classrooms. We describe specific instructional practices and classroom behaviors that teachers and students engage in during PBL. Results: Results highlight the multifaceted and multidimensional nature of PBL implementation, and that consistencies in practice do exist across inclusive STEM schools. Additionally, quantitative results show increased use of particular strategies in PBL experiences, as compared with non-PBL classes. Conclusions: This paper provides an in-depth look at instructional practices used in PBL approaches at inclusive STEM schools across the country, and findings have implications for how researchers and practitioners understand and use PBL going forward.

Background: Over the past two decades, inclusive STEM (science, technology, engineering, and mathematics) high schools have emerged as one strategy for increasing and broadening participation in STEM majors and careers, particularly for currently underrepresented students in those fields. However, limited research has examined whether strategies used in inclusive STEM schools can actually improve students' STEM-related attitudes and academic achievement, and reduce gender and race/ethnicity gaps. Material and Methods: The current exploratory study uses multiple linear regression models to examine associations between students' ratings of inclusive STEM school strategies and student outcomes. Interactions were also used to explore whether such associations differed by students' gender identity and race/ethnicity. Results: Results indicate that when students report positive implementation of specific strategies used by inclusive STEM schools, race/ethnicity and gender gaps in science attitudes and overall academic achievement are reduced or reversed. Conclusions: Findings from this study set the stage for further research, suggesting that while some inclusive STEM high school strategies may have the potential to contribute to STEM outcomes across diverse populations of students, significant gaps remain.

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