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The Impact of High School Science, T...

Acosta, Eric .

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The Impact of High School Science, Technology, Engineering, and Mathematics (STEM) Magnet Programs on the Academic Performance of Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Impact of High School Science, Technology, Engineering, and Mathematics (STEM) Magnet Programs on the Academic Performance of Students./
Author:	Acosta, Eric .
other author:	Alvarez, Evonne S.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	215 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-09, Section: A.
Contained By:	Dissertations Abstracts International81-09A.
Subject:	Education policy. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27736092
ISBN:	9781392570111

The Impact of High School Science, Technology, Engineering, and Mathematics (STEM) Magnet Programs on the Academic Performance of Students.
Acosta, Eric .

The Impact of High School Science, Technology, Engineering, and Mathematics (STEM) Magnet Programs on the Academic Performance of Students. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 215 p.

Source: Dissertations Abstracts International, Volume: 81-09, Section: A.

Thesis (Ed.D.)--The College of William and Mary, 2020.

This item must not be sold to any third party vendors.

Concern about the impact of science, technology, engineering, and mathematics (STEM) programs on society are not new. STEM employment in the United States has grown twice as fast as other fields during the last decade. School districts have been encouraged to consider STEM-focused schools to meet this demand and have responded by offering STEM magnet program options. This mixed-methods study used Lewin's Theory of Change and Fullan's ideas on Coherence as the theoretical frameworks to examine how students who participate in a high school STEM magnet program perform academically. Academic performance was measured using grade point average (GPA) and graduation rate. We compared the number of mathematics and science courses students in a STEM magnet program completed to the number of courses completed by students not participating in a STEM magnet program. Additionally, we surveyed teachers and administrators to learn their perceptions of student success factors in STEM magnet programs. There was a positive difference in graduation rates with a low effect size. The differences in the number of math and science courses completed were not practically significant. Moreover, magnet students earned a statistically significant higher GPA than non-magnet students. Furthermore, teachers reported a high degree of teacher efficacy, while administrators rated themselves higher on general leadership ability than on STEM leadership. We recommend clearly defining STEM education, additional professional development for teachers and administrators, streamlining accountability for STEM programs, and continuing to invest in STEM education as a pathway to producing college and career ready students.

ISBN: 9781392570111Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

Magnet Schools

The Impact of High School Science, Technology, Engineering, and Mathematics (STEM) Magnet Programs on the Academic Performance of Students.
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520 $a Concern about the impact of science, technology, engineering, and mathematics (STEM) programs on society are not new. STEM employment in the United States has grown twice as fast as other fields during the last decade. School districts have been encouraged to consider STEM-focused schools to meet this demand and have responded by offering STEM magnet program options. This mixed-methods study used Lewin's Theory of Change and Fullan's ideas on Coherence as the theoretical frameworks to examine how students who participate in a high school STEM magnet program perform academically. Academic performance was measured using grade point average (GPA) and graduation rate. We compared the number of mathematics and science courses students in a STEM magnet program completed to the number of courses completed by students not participating in a STEM magnet program. Additionally, we surveyed teachers and administrators to learn their perceptions of student success factors in STEM magnet programs. There was a positive difference in graduation rates with a low effect size. The differences in the number of math and science courses completed were not practically significant. Moreover, magnet students earned a statistically significant higher GPA than non-magnet students. Furthermore, teachers reported a high degree of teacher efficacy, while administrators rated themselves higher on general leadership ability than on STEM leadership. We recommend clearly defining STEM education, additional professional development for teachers and administrators, streamlining accountability for STEM programs, and continuing to invest in STEM education as a pathway to producing college and career ready students.
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