Impacts of attending an inclusive STEM high school: meta-analytic estimates from five studies

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Means, B., Wang, H., Wei, X., Young, V., & Iwatani, E. (2021). Impacts of attending an inclusive STEM high school: meta-analytic estimates from five studies. International Journal of STEM Education, 8(1), 4. https://doi.org/10.1186/s40594-020-00260-1

Abstract

Inclusive STEM high schools seek to broaden STEM participation by accepting students on the basis of interest rather than test scores and providing a program sufficient to prepare students for a STEM major in college. Almost nonexistent before the present century, these high schools have proliferated over the last two decades as a strategy for addressing gaps in STEM education and career participation. This study uses a meta-analytic approach to investigate the relationship between attending an inclusive STEM high school and a set of high school outcomes known to predict college entry and declaration of a STEM college major.

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