Abstract

Abstract

This research study investigates the impacts of four specialized STEM education models—T-STEM (Texas Science, Technology, Engineering, and Mathematics), P-TECH (Pathways in Technology), Early College High Schools (ECHS), and New Tech Network schools (NTN) on student performance in Texas high schools. By analyzing aggregate student data collected by the state, this study compares the academic outcomes of students in these STEM-focused schools with those in traditional curriculum schools using ANCOVA (Analysis of Covariance) and Logistic Regression. The findings reveal mixed results: while some specialized STEM models show enhanced performance in STEM and other academic subjects, others do not consistently outperform traditional educational approaches. Additionally, the study explores the broader impacts on non-STEM subjects and overall student success, indicating that the effects of specialized STEM education are varied and context dependent. This research underscores the need for holistic approaches in evaluating educational models, highlighting the importance of balanced curricula that support comprehensive student outcomes. The implications for educational policy and practice are profound, suggesting that while STEM-focused models have potential, their implementation must be carefully assessed and adapted to meet diverse student needs. This study contributes to the ongoing discourse on educational equity and excellence, providing insights that could shape the future of secondary education by informing evidence-based decision-making and the integration of cross-disciplinary strategies.

Date of publication

Summer 7-31-2024

Document Type

Dissertation

Language

english

Persistent identifier

http://hdl.handle.net/10950/4745

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