This article reports on the results of a planning grant studying the effects of a highly rated curriculum unit on a diverse student population. The treatment was introduced to 1500 eighth grade students in five middle schools selected for their ethnic, linguistic, and socioeconomic diversity. Students were given pre‐, post‐, and delayed posttests on a Conservation of Matter Assessment and measures of motivation and engagement. This quasi‐experiment found statistically significant posttest results for achievement, basic learning engagement, and goal orientation. Analyses of disaggregated data showed that subgroups of students in the treatment condition outscored their comparison group peers (n = 1500) in achievement in all cases, except for students currently enrolled in ESOL. Analysis of video data of a diverse group of four students as the unit was enacted suggests that students entered a learning environment that permitted them to function in different, but consistent ways over time; that is, the frequency of students' manipulation of objects showed a different pattern of engagement for each of the four students compared with patterns of verbal responses such as the use of scientific terms. The results of this planning grant paved the way for a large study of the scale‐up of highly rated curriculum units. © 2005 Wiley Periodicals, Inc. J Res Sci Teach 42: 912–946, 2005

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The logic underlying inclusive STEM high schools (ISHSs) posits that requiring all students to take advanced college preparatory STEM courses while providing student-centered, reform-oriented instruction, ample student supports, and real-world STEM experiences and role models will prepare and inspire students admitted on the basis of STEM interest rather than prior achievement for postsecondary STEM. This study tests that logic model by comparing the high school experiences and achievement of students in ISHSs and comparison schools in North Carolina. After identifying ISHS and non-STEM comparison high schools serving students who were similar in terms of socioeconomic status and academic achievement prior to high school entry, we employed propensity-score weighting and HLM modeling to estimate the impact of attending an ISHS on a set of outcome measures obtained from student surveys and from the state's longitudinal student data system. Analyses of student survey data found that attending an ISHS raises the likelihood that a student will complete pre-calculus or calculus and chemistry in high school, leads to increased involvement in STEM extracurricular and out-of-class activities, and enhances interest in science careers and aspirations to earn a master's or higher degree. Analyses of student outcome data from state administrative records revealed a positive impact of inclusive STEM high school attendance on grade point average (GPA) but not on ACT scores.

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Inclusive STEM high schools (ISHSs) can be viewed as opportunity structures for students underrepresented in STEM. By opportunity structures, we mean an education that provides not only access to high quality STEM curriculum and instruction or "opportunity to learn," but also the capacity to create learning environments where students can build STEM social capital and the dispositions, knowledge, skills, and networks to be successful in STEM college majors and careers. This is a cross-case analysis of case studies that describe the design and implementation of eight "exemplar" ISHSs. Beginning with 10 hypothesized critical components, we found evidence for all 10, but present in unique patterns of prominence, depending on the school context. Further inductive analysis located an additional four emergent critical components that complete the picture of how these successful ISHSs were able to achieve their goals. Importantly, across schools, four components stood out as foundational: a flexible and autonomous administrative structure; a college-preparatory, STEM-focused curriculum for all; well-prepared STEM teachers and professionalized teaching staffs; and supports for students in underrepresented groups.