Study Finds 14 Common Traits for Strong STEM Outcomes
“High schools that require STEM-focused college preparatory curricula and foster an inclusive school community and culture are best at equipping minority students with skills to succeed in STEM careers. Having well-qualified teachers with strong STEM backgrounds, including industry and research experience, also leads to stronger learning experiences for minority students.
These are some of the results from “Opportunity Structures for Preparation and Inspiration,” a five-year study from George Washington University, George Mason University and SRI International. The project, also called OSPrl, examined common traits among inclusive STEM high schools (ISHSs) that lead to strong STEM outcomes.”
“OSPrl identified 14 components that distinguish ISHSs from traditional high schools and from STEM-focused high schools without inclusive missions:
- College-prep, STEM-focused curriculum for all;
- Well-prepared STEM teachers with strong background in STEM;
- Support systems for underrepresented students;
- Flexible and autonomous administration;
- Reformed instructional strategies and project-based learning;
- Integrated, innovative technology use;
- STEM-rich, informal experiences;
- Connections with business, industry and the world of work;
- College-level coursework;
- Inclusive STEM mission;
- Dynamic assessment systems for continuous improvement;
- Innovative and responsive leadership;
- Positive school community and culture of high expectations for all; and
- Student agency and choice.”
Stephen
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