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Makale Özeti:
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This study aims to generate a conceptual framework for specialized Science, Technology, Engineering, and
Mathematics (STEM) schools. To do so, we focused on literature and found specialized STEM schools have
existed for over 100 years and recently expanded nationwide. The current perception for these schools can be
described as unique environments including advanced curriculum, expert teachers, and opportunities for
internships and immersion. Researchers have categorized these schools with three types: (a) selective STEM
schools, (b) inclusive STEM schools, and (c) schools with STEM-focused career and technical education (CTE).
Finding from the studies exploring college and career readiness of students attending these schools revealed
students from specialized STEM schools are performing slightly better on high-stake mathematics and science
tests in comparison with students in traditional schools. Studies also showed students from specialized STEM
schools are more interested in STEM, more willing to attend classes, more likely to pass state tests, and more
likely to earn college degrees. After synthesizing the literature, we created a conceptual framework of effective
learning environments for specialized STEM schools using an ecology metaphor. This framework included
actors (students, teachers, community leaders, and role models), contextual factors (learning environments,
curriculum, instructional strategies, advanced coursework, and technology use), and actions (teaching, learning,
immersion, communication, partnering, mentoring, support, and assessment).
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