Would a STEM School ‘by any Other Name Smell as Sweet’?

Yıl 2014, Cilt: 1 Sayı: 2, 67 - 75, 25.07.2014

Bilgin Navruz Niyazi Erdogan Ali Bicer Robert Capraro Mary Capraro

Öz

The purpose was to understand how students’ math scores change on Texas Assessment of Knowledge and Skills (TAKS) after their schools changed into specialized, inclusive STEM high schools. In the present study, the sample was selected from five schools in the state of Texas and included 142 students who could be tracked from 7th to 11th grade (2007-2011). The longitudinal data were obtained from the database at the Texas Education Agency (TEA). Paired t-tests using Mplus 7 were computed, and the 95% CIs were interpreted to determine how students’ math scores on Texas Assessment of Knowledge and Skills (TAKS) changed. Results showed students’ achievement during their STEM school experiences had a statistically significant increase (p<0.05; d=0.64) from 10th to 11th grade. When considering longitudinal change, there was a statistically significant difference in the growth rates favoring STEM school participation (p<0.05, d=0.34), and both genders experienced practically important change (Male, d=0.30; Female, d=0.44). The changes that occurred as schools earned STEM designation seemed to have a positive impact longitudinally. However, it is important to monitor schools to determine if the improvements are durable.

 

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