Assessing the Impact of Texas Science, Technology, Engineering, and Mathematics Academies on Students' Learning Environments, Educational Outcomes, and Career Path Decisions

保持美国在科学、技术、工程和数学（STEM）行业的全球竞争力，需要增加传统上代表性不足的群体的参与，包括有色人种和女性。研究表明，在K-12教育体系中创造更平等的教育机会是扩大STEM参与的有效、社会公正的方法。本研究考察了德克萨斯州科学、技术、工程和数学（T-STEM）学院对(a) STEM教师劳动力市场和(b)学生教育和劳动力成果的影响。T-STEM学院是公立高中，专注于改善科学和数学相关学科的教学和学习成绩，并扩大进入STEM职业的学生人数，特别是那些在STEM领域代表性不足的学生。分析采用了全州范围内的纵向学生水平数据集，涵盖了德克萨斯州20年来的所有学生。该项目由教育和人力资源核心研究计划支持，该计划资助STEM学习和学习环境的基础研究，扩大STEM参与和STEM劳动力发展。项目目标有三个方面。首先，该研究记录了传统上在STEM领域代表性不足的学生是否能够在教室、学校和地区公平地获得高质量的STEM教师。虽然之前的研究发现了教师质量差距，即弱势学生被分配给资历较低、效率较低的教师，但之前没有研究探索优势和弱势青年接触高素质STEM教师的机会。其次，研究分析了T-STEM院校是否缩小了STEM教师的素质差距。本研究的第三个目的是评估T-STEM学院对学生数学、科学和阅读成绩的影响，高中毕业、高等教育入学和完成的可能性，以及学生的劳动力市场收入和在STEM领域就业的可能性。

Maintaining U.S. global competitiveness in science, technology, engineering, and math (STEM) industries requires increasing participation among traditionally underrepresented groups including people of color and women. Studies show creating more equal educational opportunities in the K-12 education system is an effective, socially just approach to expanding STEM participation. This study examines the impact of Texas Science, Technology, Engineering, and Math (T-STEM) academies on (a) STEM teacher labor markets and (b) students' educational and workforce outcomes. T-STEM academies are public high schools focused on improving instruction and academic performance in science and mathematics-related subjects and expanding the number of students entering STEM careers, particularly students who are underrepresented in STEM fields. Analyses draw on a statewide longitudinal student-level dataset covering all students in Texas over a 20-year period. This project is supported by the Education and Human Resources Core Research Program, which funds fundamental research in STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.The project objectives are three-fold. First, the study documents whether students traditionally underrepresented in STEM fields have equitable access to high-quality STEM teachers across classrooms, schools, and districts. Although prior studies identify a teacher quality gap where disadvantaged students are assigned to less qualified and less effective teachers, no prior studies explore exposure to highly-qualified STEM teachers for advantaged and disadvantaged youth. Second, the study analyzes whether T-STEM academies reduce the STEM teacher quality gap. The third aim of the study is to assess the impact of T-STEM academies on student achievement in math, science, and reading, the likelihood of high school graduation, postsecondary enrollment and completion, as well as students' labor market earnings and the likelihood of employment in a STEM field.