Research References
Cole, B., High, K., & Weinland, K. (2013). High school
pre-engineering programs: Do they contribute to college
retention?
American Journal of Engineering Education, 4(1), 85–98.
https://eric.ed.gov/?id=EJ1057111
From the ERIC abstract: “The study examines the
retention of students in the College of Engineering,
Architecture and Technology at Oklahoma State University that
enter college with a defined course sequence in a
pre-engineering program from a regional career technology
center as compared with the retention rates of university
engineering students for the same time period. In addition to
descriptive data, results from one-sample tests that compared
the homogeneity of proportions in enrollment across semesters
completed between the groups are presented. The results of
this foundational study suggest similar rates of persistence
in the College of Engineering, Architecture and Technology
among Oklahoma regional technology center pre-engineering
program students entering college and those entering with more
traditional high school academic preparation.”
Denson, C. D. (2017). The MESA study.
Journal of Technology Education, 29(1), 66–94.
https://eric.ed.gov/?id=EJ1164712
From the ERIC abstract: “This article examines the
Mathematics, Engineering, Science Achievement (MESA) program
and investigates its impact on underrepresented student
populations. MESA was started in California during the 1970s
to provide pathways to science, technology, engineering, and
mathematics careers for underrepresented students and
represents an exemplar model of informal learning
environments. Using a mixed- method research design of
investigation, this exploratory study looks at the
relationship between MESA activities and underrepresented
students’ self-efficacy, interests, and perceptions related to
engineering. Evidences for this study includes data from
focus- group interviews conducted and results from
quantitative data collected using the Engineering,
Self-Efficacy, Interests, and Perceptions Survey (ESIPS)
instrument. Results from this study suggest that participation
in MESA’s activities has a positive influence on
underrepresented students’ self-efficacy, interests, and
perceptions related to engineering.”
Dixon, R. A., & Brown, R. A. (2012). Transfer of learning:
Connecting concepts during problem solving.
Journal of Technology Education, 24(1), 2–17.
https://eric.ed.gov/?id=EJ991236
From the ERIC abstract: “A concern of many educators
and managers is students’ ability to transfer concepts and
procedures learned in school to the work environment. When
children are taught a skill, such as solving a mathematical
problem, they often fail to recognize that their new skill can
be used to solve a similar problem outside of school. In other
cases, students who are skilled with certain tasks outside of
school often have difficulty transferring concepts learned
from these experiences to the solving of well- structured
problems in schools, such as those often found on mathematics
and science tests. These findings demonstrate the inability of
students to recognize the transferability of concepts learned
from solving well-structured problems in the classroom to ill-
structured problems faced outside of the classroom and also
the transferability of concepts learned from solving
ill-structured problems, similar to those encountered in the
real world, to the solving of well-structured problems
encountered in the classroom. Various curricula and outreach
programs, such as Design, Technology, and Engineering for All
Children, Engineering by Design[TM], Project Lead the Way,
Engineering is Elementary[R], LEGO[R] Engineering, and others,
offer various types of problem-based and project-based
experiences, which engage students in authentic problem
solving. These learning initiatives help to improve students’
ability to transfer knowledge, concepts, and skills learned in
schools to real-life contexts. This study focuses on one such
curriculum—Project Lead the Way (PLTW)—a multi-year,
problem-based/project- based pre-engineering curriculum that
is used by some schools in their engineering and technology
education program. Since a large portion of the PLTW
objectives emphasize content from mathematics and/or science
standards, it is the authors’ view that students should be
able to demonstrate the ability to connect concepts learned
from engaging in PLTW curriculum activities to the solving of
mathematics and science test problems in the classroom. The
purpose of this study is to determine if PLTW students are
able to better transfer mathematics, science, and design
concepts from one situation to another than students who have
not taken the PLTW courses and the extent to which students
are able to make connections to concepts learned in the PLTW
courses to concepts that they are required to use when solving
standardized test problems. The authors found significant
relationships between the number of PLTW courses students took
and students’ performance in design score and total score.
Also, there was no significant difference in mathematics and
science performance between PLTW and non-PLTW students. PLTW
students, however, performed significantly better on the
design component of the test.”
Erdogan, N., & Stuessy, C. (2016). Examining the role of
inclusive STEM schools in the college and career readiness of
students in the United States: A multi-group analysis on the
outcome of student achievement.
Educational Sciences: Theory and Practice, 15(6),
1517–1529.
https://eric.ed.gov/?id=EJ1101328
From the ERIC abstract: “The most prominent option for
finding a solution to the shortage of workers with STEM
knowledge has been identified as specialized STEM schools by
policymakers in the United States. The current perception of
specialized STEM schools can be described as a unique
environment that includes advanced curriculum, expert
teachers, and opportunities for internships and immersion.
This study highlights the college readiness of STEM school
graduates in comparison with traditional high school
graduates. Using 11th grade students’ high-stake test results
in reading, mathematics, and science, this article compares
the achievement outcomes of both school types. In answering
the research questions related to student success for
attendees of either STEM or traditional schools, this research
concluded that success with reading, mathematics, and science
high-stake tests for students does not differ by school type.
However, student demographic variables (gender, ethnicity,
socioeconomic status, and special education status) may
influence the success of students attending STEM schools. For
example, the results revealed a statistical significance
between the reading, mathematics, and science scores of male,
Hispanic, White, and economically disadvantaged students from
STEM and traditional schools.”
Fletcher, E. C. Jr., & Tyson, W. (2017). Bridging technical
skills gaps between high school students and local employers.
Journal of Research in Technical Careers, 1(1), 20–31.
https://eric.ed.gov/?id=EJ1245771
From the ERIC abstract: “The purpose of this study was
to explore how technical skills taught and learned in Florida
engineering and engineering technology-themed career academies
fit technical skills desired by local employers in technology
and manufacturing. The analysis utilized the narratives of 70
students and four teachers from career academies at four high
schools and 27 industry leaders from the same geographical
region of Florida. Data interpretation led to understanding
that employers expressed an urgent need for technical skills
using appropriate equipment and technologies, teachers were
teaching students technical skills by simulating the
real-world work environment, and students valued their
abilities to transform their classroom project ideas into
tangible products.”
Gonzales, A., Jones, D., & Ruiz, A. (2014). Toward achievement
in the “knowledge economy” of the 21st century: Preparing
students through T-STEM academies.
Research in Higher Education Journal, 25(1), 1–14.
https://eric.ed.gov/?id=EJ1055333
From the ERIC abstract: “Schools are constantly engaged
in implementing reform strategies to prepare students for
postsecondary education leading to their career choices.
Challenges here involve education initiatives addressing
programs not strategically planned, educators not prepared for
transition, and no follow-up support beyond initial
implementation stages. This study examined school reform
initiatives by the Texas Science, Technology, Engineering, and
Math academies toward better-quality instruction, to prepare
students for post-secondary education, and in-turn, for the
knowledge economy of the 21st century. The purpose of the
study was to gauge the effectiveness of these academies in
math, science, and engineering, and if these academies are
successful educational-reform systems. Inductive data analysis
was conducted from general program data and teacher interviews
from one rural and one urban high school. Data were obtained
through observations, interviews, and program documents. The
coding system subdivided the data into domains to establish
semantic relationship, and to uncover frames within the data.
Terms under each domain served as parameters for each
respective domain. The practice of member-checking, peer
debriefing, and data triangulation ensured validity, and case
study protocols established reliability of results. Results
indicated that T-STEM academies have implemented educational
reform strategies that produce better-prepared graduates for
post-secondary education and perhaps students that are
prepared for the knowledge economy. Implications of the study
for social change include heighten awareness of effective
instructional practices to increase student achievement, as
well as contribute to future STEM development relative to
economic trends.”
Means, B., Wang, H., Wei, X., Iwatani, E., & Peters, V.
(2018). Broadening participation in STEM college majors:
Effects of attending a STEM-focused high school.
AERA Open, 4(4), 1–17.
https://eric.ed.gov/?id=EJ1201171
From the ERIC abstract: “To increase participation in
science, technology, engineering, and mathematics (STEM)
studies and careers, some states have promoted inclusive STEM
high schools. This study addressed the question of whether
these high schools improve the odds that their graduates will
pursue a STEM major in college. State higher education records
were obtained for students surveyed as seniors in 23 inclusive
STEM high schools and 19 comparison schools without a STEM
focus. Propensity score weighting was used to ensure that
students in the comparison school sample were very similar to
those in the inclusive STEM school sample in terms of
demographic characteristics and Grade 8 achievement. Students
overall and from under-represented groups who had attended
inclusive STEM high schools were significantly more likely to
be in a STEM bachelor's degree program two years after high
school graduation. For students who entered two-year colleges,
on the other hand, attending an inclusive STEM high school was
not associated with entry into STEM majors.”
National Research Council. (2011).
Successful K-12 STEM education: Identifying effective
approaches in science, technology, engineering, and
mathematics.
Washington, DC: The National Academies Press.
https://eric.ed.gov/?id=ED536475. Retrieved from
https://www.nap.edu/read/13158/chapter/1
From the ERIC abstract: “Science, technology,
engineering, and mathematics (STEM) are cultural achievements
that reflect our humanity, power our economy, and constitute
fundamental aspects of our lives as citizens, consumers,
parents, and members of the workforce. Providing all students
with access to quality education in the STEM disciplines is
important to our nation’s competitiveness. However, it is
challenging to identify the most successful schools and
approaches in the STEM disciplines because success is defined
in many ways and can occur in many different types of schools
and settings. In addition, it is difficult to determine
whether the success of a school’s students is caused by
actions the school takes or simply related to the population
of students in the school. ‘Successful K-12 STEM Education’
defines a framework for understanding ‘success’ in K-12 STEM
education. The book focuses its analysis on the science and
mathematics parts of STEM and outlines criteria for
identifying effective STEM schools and programs. Because a
school’s success should be defined by and measured relative to
its goals, the book identifies three important goals that
share certain elements, including learning STEM content and
practices, developing positive dispositions toward STEM, and
preparing students to be lifelong learners. A successful STEM
program would increase the number of students who ultimately
pursue advanced degrees and careers in STEM fields, enhance
the STEM-capable workforce, and boost STEM literacy for all
students. It is also critical to broaden the participation of
women and minorities in STEM fields. ‘Successful K-12 STEM
Education’ examines the vast landscape of K-12 STEM education
by considering different school models, highlighting research
on effective STEM education practices, and identifying some
conditions that promote and limit school- and student-level
success in STEM. The book also looks at where further work is
needed to develop appropriate data sources. The book will
serve as a guide to policy makers; decision makers at the
school and district levels; local, state, and federal
government agencies; curriculum developers; educators; and
parent and education advocacy groups.”
Proudfoot, D. E., Green, M., Otter, J. W., & Cook, D. L.
(2018). STEM certification in Georgia’s schools: A causal
comparative study using the Georgia Student Growth Model.
Georgia Educational Researcher, 15(1), 16–39.
https://eric.ed.gov/?id=EJ1194612
From the ERIC abstract: “The increase in demand for
college and career ready students has driven the need for
education reform to ensure K-12 schools can support student
learning across all content areas and grade levels. A STEM
Certification process was established by the Georgia
Department of Education as part of an effort to reform public
school STEM education. Additionally, an international STEM
Certification procedure developed by AdvancED has been
implemented in several Georgia schools. As a significant
component of STEM certification guidelines, problem based
learning has been incorporated to stimulate student interest
in science, facilitate self-regulation, and increase
pedagogical and content knowledge. As Georgia schools become
STEM certified, it is important to understand how
certification has influenced achievement in math and science
as well as important non-STEM disciplines such as English
language arts and social studies. This causal comparative
study examined if the STEM certification process altered
student achievement in participating schools as compared to
schools that have not participated. Student achievement was
measured by the median growth percentiles (MGPs) between STEM
certified and non-STEM schools in the content areas of English
language arts, mathematics, science, and social studies at the
fourth and fifth grade levels using a Mann-Whitney U test. The
study found only the MGPs for fourth grade ELA were
significantly higher (p = 0.004) in STEM certified schools.
Overall, inconsistent differences in MGPs for ELA, math,
science, and social studies were found between STEM certified
and non-STEM schools.”
Ruth, A., Hackman, J., Brewis, A., Spence, T., Luchmun, R.,
Velez, J., et al. (2019). Engineering Projects in Community
Service (EPICS) in high schools: Subtle but potentially
important student gains detected from human-centered
curriculum design. Education Sciences, 9(1), 1–17.
https://eric.ed.gov/?id=EJ1211950
From the ERIC abstract: “A major goal in Engineering
training in the U.S. is to continue to both grow and diversify
the field. Project- and service-based forms of experiential,
problem-based learning are often implemented with this as a
goal, and Engineering Projects in Community Service (EPICS)
High is one of the more well-regarded and widely implemented.
Yet, the evidence based on if and how participation in such
programs shapes student intentions and commitment to STEM
pathways is currently limited, most especially for pre-college
programming. This study asks: How do high school students’
engineering mindsets and their views of engineering/engineers
change as they participate in project-service learning (as
implemented through an EPICS High curriculum)? This study
employed a mixed method design, combining pre- and post-test
survey data that were collected from 259 matched students (63%
minority, 43% women) enrolling in EPICS High (total of 536
completed pre-tests, 375 completed post-tests) alongside
systematic ethnographic analysis of participant observation
data conducted in the same 13 socioeconomically diverse
schools over a two-year period. Statistical analyses showed
that participants score highly on engineering-related concepts
and attitudes at both pre- and post-test. These did not change
significantly as a result of participation. However, we
detected nuanced but potentially important changes in student
perspectives and meaning, such as shifting perceptions of
engineering and gaining key transversal skills. The value of
participation to participants was connected to changes in the
meaning of commitments to pursue engineering/STEM.”
Sublett, C., & Plasman, J. S. (2017). How does applied STEM
coursework relate to mathematics and science self-efficacy
among high school students? Evidence from a national sample.
Journal of Career and Technical Education, 32(1),
29–50.
https://eric.ed.gov/?id=EJ1167165
From the ERIC abstract: “Over the past decade, CTE has
been highlighted as a means of promoting college and career
readiness for high school students. Applied STEM coursework is
a promising area of high school study that has particular
relevance in the technologically progressive world of today.
Previous research has illustrated that applied STEM coursework
in high school is associated with a number of positive
educational outcomes. Importantly, no previous empirical
investigation has examined the relationship between applied
STEM coursework and students’ reported levels of math and
science self-efficacy, two important harbingers of academic
ability and success. Consequently, the current study used
nationally representative data to explore applied STEM
coursework participation and self-efficacy. Results indicated
that applied STEM coursework was predictive of increases in
both math and science self-efficacy, except among females and
students with disabilities (SWDs). Implications for policy are
discussed.”
Wang, H., Means, B., Young, V., & House, A. (2018, March).
A longitudinal study of the impact of attending an inclusive
STEM high school: The case for using two comparison groups.
Paper presented at the Society for Research on Educational
Effectiveness Spring 2018 Conference, Washington, DC.
https://eric.ed.gov/?id=ED591587
From the ERIC abstract: “Policymakers argue that only
by enlarging the science, technology, engineering, and
mathematics (STEM) pipeline in a way that attracts, supports,
and sustains the participation of students from all kinds of
backgrounds can the United States meet its needs for science
and technology innovation, economic prosperity, and social
well-being (National Academies, 2005). To meet this need,
inclusive STEM high schools (ISHSs) combine rich STEM course
offerings and experiences with an explicit mission to serve
students from under-represented groups accepted on the basis
of interest rather than competitive examination. One of the
distinctive features of the present ISHS study is that it
provides a comprehensive picture of the impact of ISHSs by
using two sets of comparison groups: schools in the same
districts as the ISHSs to control for local context; and
comparable schools in districts with no access to STEM schools
to alleviate potential bias caused by student self-selection
into ISHSs. The two comparisons validate each other in
providing solid evidence regarding the impact of ISHSs. This
study addresses the following research questions: (1) Do
students attending ISHSs differ from students in other
same-district high schools in terms of demographic
characteristics and middle school achievement? and (2) Is
there evidence of an impact of ISHS attendance on students'
persistence to 12th grade, high school graduation, and college
readiness and aspirations? The data indicates that North
Carolina ISHSs served a diverse set of students. Compared with
students in the same districts, ISHS students had slightly
lower incoming academic achievement and were more likely to be
African American and to come from low-income households.
Within- and out-of-district comparisons provide consistent
findings on the impact of ISHS attendance. ISHS attendance
appears to have a positive impact on students’ persistence to
12th grade, high school graduation, and college readiness and
aspirations.”
Zarske, M. S., Yowell, J. L., Ringer, H. L., Sullivan, J. F.,
& Quiñones, P. A. (2012). The Skyline TEAMS model: A
longitudinal look at the impacts of K-12 engineering on
perception, preparation and persistence.
Advances in Engineering Education, 3(2), 1–25.
https://eric.ed.gov/?id=EJ1076117
From the ERIC abstract: “This paper describes the
longitudinal impacts of a partnership between the University
of Colorado Boulder’s K-12 Engineering Education initiative
and the St. Vrain Valley School District. Together, university
and high school educators created a replicable pre-college
engineering model in a nine-school feeder system, which serves
many Colorado students who are traditionally underrepresented
in the engineering profession, and culminates with a high
school STEM (science, technology, engineering, and
mathematics) Academy whose graduates are motivated to thrive
in engineering colleges. However, the following question, ‘Is
this an effective model for increasing student STEM
persistence and performance?’ remains a driver for our
investments as we refine the K-12 engineering program based on
partner school feedback and quantitative and qualitative
assessment results. Data show that our K-12 engineering
program has positively impacted student perception,
preparedness, and persistence in engineering based on regular,
pre-college hands-on engineering design experiences. A
description of the multi-year K-12 engineering model and
longitudinal analysis of students’ concurrent math course
choices is presented. Also, subsequent student persistence in
and from the STEM Academy is addressed.”
Additional Organizations to Consult
Advance CTE: State Leaders Connecting Learning to Work –
https://careertech.org/
From the website: “Advance CTE is the longest-standing
national non-profit that represents State CTE Directors and
state leaders of Career Technical Education. Learn more about
our mission, vision and what we do in this section. Advance
CTE: State Leaders Connecting Learning to Work, first
established in 1920, is the longest-standing national
non-profit that represents State CTE Directors and state
leaders responsible for secondary, postsecondary and adult
Career Technical Education (CTE) across all 50 states, the
District of Columbia and U.S. territories. Mission: Support
visionary state leadership, cultivate best practices and speak
with a collective voice to advance high- quality CTE policies,
programs and pathways that ensure career success for each
learner. Vision: Transform and expand CTE so that each learner
– of any background, age and zip code – is prepared for career
and college success through state leadership, advocacy and
partnerships.”
Association for Career & Technical Education®
(ACTE®) –
https://www.acteonline.org/
From the website: “ACTE is a national association
representing thousands of career and technical education
professionals, all working to make a real difference in
students’ lives. We provide educators with powerful resources,
professional development, and information to help them achieve
more. ACTE’s Mission: To provide educational leadership in
developing a competitive workforce. ACTE strives to empower
educators to deliver high quality CTE programs that ensure all
students are positioned for career success.”
CTE Research Network –
https://cteresearchnetwork.org/
From the website: “Career and technical education (CTE)
prepares students with academic, technical, and employability
skills for success in the workplace and in further education.
Most high school students take at least one CTE course, and
postsecondary students commonly pursue credentials in CTE.
However, more research is needed to understand the effects of
CTE on student outcomes. The CTE Research Network seeks to
meet this need by increasing the number of CTE impact studies
and strengthening the capacity of the field to conduct and use
rigorous CTE research.”
Illinois Pathways: Science, Technology, Engineering, and
Mathematics –
https://www.illinoisworknet.com/ilpathways/Pages/default.aspx
From the website: “Illinois Pathways are an innovative
public-private education partnership that is organized to
support local implementation of National Career Clusters
Framework and Programs of Study by coordinating and reducing
the transaction cost among statewide networks of education
partners, businesses, industry associations, labor
organizations, and other organizations. Select any of the
Illinois Pathways below to view information about them. To
learn more about Illinois’ Unified State Framework for College
and Career Readiness and Success check out the
Career Pathways Dictionary. View the
Illinois State Board of Education’s Career Guide
for more information about career options.”
National Science Foundation, STELAR STEM Learning and Research
Center –
http://stelar.edc.org/
From the website: “The mission of STELAR is to build
capacity and magnify the results of ITEST projects to deepen
the impact of the ITEST program. To do so, we will focus on
three core areas:
We do this by providing community access to the following:
-
Technical support that facilitates ITEST projects’ success
in developing and articulating innovative models for STEM
learning environments
-
Synthesis and dissemination of ITEST projects’ findings
nationally in order to inform and influence a national
community of other stakeholders
-
Outreach efforts to broaden participation in the ITEST
community to individuals from organizations and
communities not currently represented in the ITEST
portfolio
Since 2003, beginning with the previous ITEST Learning
Resource Center (LRC), EDC has provided highly regarded
technical assistance to over 326 ITEST projects, shared key
ITEST findings through online and print products and events,
and established a vibrant ITEST Community of Practice. EDC
continues to successfully support this community and leverages
social media and advances in technology to enhance STELAR’s
technical support, dissemination, and outreach.”
New York State Department of Education, Multiple Pathways –
http://www.nysed.gov/curriculum-instruction/multiple-pathways
From the website: “Multiple pathways recognize the
importance of engaging students in rigorous and relevant
academic programs. The regulations approved in 2015 and 2016
recognize students’ interests in
the Arts, Biliteracy (
LOTE), Career and Technical Education (
CTE), Career Development and Occupational Studies (
CDOS),
Humanities, and Science, Technology, Engineering and Mathematics (
STEM) by allowing an approved pathway to meet the students’
graduation requirements.
Under the “4+1” pathway assessment option, students must take
and pass four required
Regents Exams
or
Department-Approved Alternative
assessments (one in each of the following subjects: English
language arts, mathematics, science, and social studies) and
complete a comparably rigorous pathway to meet the fifth
assessment requirement for graduation.”
Skills USA, Inc. –
https://www.skillsusa.org/
From the website: “The SkillsUSA Framework illustrates
how students fulfill the mission of the organization ‘to
empower members to become world-class workers, leaders and
responsible American citizens.’ What it does: Provides a
common language for students to articulate what they gain from
SkillsUSA participation to employers, school administrators,
parents and other students; Assesses student skill development
along a learning continuum of awareness, demonstration and
mastery; Creates a vision for SkillsUSA programs at the local,
state and national levels to ensure quality student-led
experiences that build skills in all members. Why it works:
Empowers every student to achieve career success; Delivers a
skill set demanded by business and industry but lacking in
many employees today; Ensures that every student member
receives a consistent and specific skill set.”
From the SkillsUSA 2019 annual report: “SkillsUSA
accelerates growth for students through our SkillsUSA
Framework. Framework components include personal skills,
workplace skills and technical skills grounded in academics.
The Framework builds a foundation for relevant learning and
provides a common language to help students, teachers, parents
and industry communicate the program’s value. The Framework
Essential Elements were developed using research from over
1,000 employers and represent the most crucial skills they
look for in a successful hire. The Framework is essential to
SkillsUSA’s mission because it serves as the blueprint for the
ultimate goal of our organization: career readiness.”
U.S. Department of Education, Office of Career, Technical, and
Adult Education, Division of Academic and Technical Education
(CTE.ed.gov) –
https://cte.ed.gov/initiatives/about-national-initiatives
From the website: “Congress appropriates roughly $7.4
million annually to support research; development and
demonstration; dissemination; and evaluation and assessment
activities aimed at improving the quality and effectiveness of
career and technical education programs.”
REL Southwest note:
CTE.ed.gov supports multiple
initiatives relevant to this request, including the following:
U.S. Department of Labor, Employment and Training
Administration, Workforce Innovation and REL Southwest Ask A
REL Response Opportunity Act (WIOA) –
https://www.dol.gov/agencies/eta/wioa/
From the website: “WIOA is landmark legislation that is
designed to strengthen and improve our nation's public
workforce system and help get Americans, including youth and
those with significant barriers to employment, into
high-quality jobs and careers and help employers hire and
retain skilled workers.
Technical Assistance & Stakeholder Engagement. The U.S.
Department of Labor (DOL), in coordination with federal
partners the U.S. Departments of Education (ED) and Health and
Human Services (HHS), collaborated to provide information and
resources for States, local areas, non-profits and other
grantees, and other stakeholders to assist with WIOA
enactment.”
