Summary
The purpose of this study is to examine whether and for whom ISHSs (Inclusive STEM high schools) influence student
achievement, course completion, and high school graduation.
The impact of ISHSs on student achievement in math and
science is largely negligible.
One primary goal of creating ISHSs is to improve student
STEM outcomes for female, URM, and low-income students. The empirical results of this study show that ISHSs generally had no differential effect on a collection of student outcomes by sociodemographic subgroups.
Even though this analysis included an extensive set of student and school characteristics in the models, there could be important unmeasured individual motivational factors that may bias the results. For example, there may be systematic differences in student interests in math and science subjects or career aspirations in STEM.

Future studies should explore what changes in the school organizational conditions that may
maximize or minimize the effects of ISHSs on student outcomes.

Relevance for Complex Systems Knowledge
More classic STEM than STEAM – not too relevant. Main result is the assumption that facts are unsure ….

Point of Strength
No.

DOI
10.1007/s10763-018-09942-3

Keywords
Student achievement, STEM academies, Inclusive STEM high schools