iSTEM: A Multi-state Longitudinal Study of the Effectiveness of Inclusive STEM High Schools

iSTEM：包容性 STEM 高中有效性的多州纵向研究

• 批准号: 1817513
• 负责人: Barbara Means
• 金额: $ 82.86万
• 依托单位: Digital Promise Global
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-10-01 至 2020-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1817513&HistoricalAwards=false
• 关键词: iSTEM; Multi; state; Longitudinal; Study

Researchers from SRI and George Washington University are studying the effectiveness of inclusive STEM high schools in three key geographic regions including Texas, North Carolina and Ohio. STEM schools continue to be an important policy area and test bed for one indication of what STEM education can accomplish under the most optimal conditions in which STEM is the focus of students' learning experiences. The President has called for the creation of an additional 1,000 STEM schools with relatively little evidence about the impact of such schools or the evidence of which configurations and elements of such schools are important. The study's focus is on the extent to which inclusive STEM high schools contribute to improved academic outcomes, interests in STEM careers, and expectations for post secondary study. The research study engages in implementation research to examine the elements of the STEM schools' design and implementation and other contextual factors, including state policies, which are associated with superior outcomes. This is a quasi-experimental study of the effects of attending an inclusive STEM high school comparing outcomes for students in these schools with those of their counterparts attending other types of schools in the same states. The study includes all students in the 9th or 12th grade in the inclusive STEM high schools and students in samples of same-state comparison schools identified through propensity score matching. Data are collected longitudinally using student records and surveying students at regular intervals. The study follows the 12th grade students after graduation into postsecondary study and the workforce. The states identified in this study have the requisite administrative data systems to support the proposed study. By using a combination of data available in state-level data bases and new information obtained through project surveys, the researchers are identifying students who are matched not only on demographic variables and academic achievement before high school entry, but also on indicators of pre-existing interest and expectation such as self-efficacy and prior participation in informal STEM-related activities. Impacts on student achievement are analyzed separately for each state. Data on the elements of STEM schools are collected through teacher and administrator surveys and interviews. State STEM school history and policy data are collected through document analysis and interviews. The study utilizes hierarchical regression models, with separate models of each outcome measure and adjustments for tests of multiple comparisons. Student attrition is monitored and findings are examined to determine influence of attrition. This project focuses on inclusive rather than selective STEM schools so that the population of students more typically represents the population of the students locally. The study provides a source of evidence about not only the effectiveness of STEM schools, but also contextual evidence of what works and for whom and under what conditions.

SRI 和乔治华盛顿大学的研究人员正在研究德克萨斯州、北卡罗来纳州和俄亥俄州等三个关键地理区域的包容性 STEM 高中的有效性。 STEM 学校仍然是一个重要的政策领域和试验台，可以表明 STEM 教育在以 STEM 为学生学习体验的焦点的最佳条件下可以实现什么目标。总统呼吁增设 1,000 所 STEM 学校，但关于此类学校的影响或此类学校的哪些配置和要素很重要的证据相对较少。该研究的重点是包容性 STEM 高中在多大程度上有助于提高学业成绩、对 STEM 职业的兴趣以及对中学后学习的期望。该研究进行实施研究，以检验 STEM 学校设计和实施的要素以及其他背景因素，包括与优异成果相关的国家政策。这是一项关于就读包容性 STEM 高中的效果的准实验研究，将这些学校的学生的成绩与就读同一州其他类型学校的学生的成绩进行比较。该研究包括包容性 STEM 高中 9 年级或 12 年级的所有学生以及通过倾向得分匹配确定的同州比较学校样本中的学生。使用学生记录纵向收集数据并定期对学生进行调查。该研究跟踪 12 年级学生毕业后进入高等教育和就业的情况。本研究中确定的州拥有支持拟议研究所需的行政数据系统。通过结合州级数据库中的数据和通过项目调查获得的新信息，研究人员不仅在高中入学前的人口统计变量和学业成绩方面相匹配，而且在预先存在的兴趣和期望指标（例如自我效能和之前参与非正式的 STEM 相关活动）方面也相匹配。针对每个州分别分析对学生成绩的影响。有关 STEM 学校要素的数据是通过教师和管理人员调查和访谈收集的。州立 STEM 学校的历史和政策数据是通过文件分析和访谈收集的。该研究利用分层回归模型，每个结果测量都有单独的模型，并对多重比较测试进行调整。监测学生的流失情况并检查调查结果以确定流失的影响。该项目重点关注包容性而非选择性 STEM 学校，以便学生群体更能代表当地学生群体。该研究不仅提供了关于 STEM 学校有效性的证据来源，还提供了哪些内容有效、对谁有效以及在什么条件下有效的背景证据。