How do inclusive STEM high schools differ from comprehensive high schools?

School principal reports suggested that inclusive STEM high schools (ISHSs) tend to require a quarter to half year more of science than do comprehensive schools serving similar students but are equivalent in terms of the number of years of math required for graduation. They appear to be less likely to have separate math classes for students of differing ability levels. ISHS principals also reported providing more experiences in real-world STEM settings, mentoring by STEM professionals, and independent STEM research opportunities. They also reported offering more supports for the transition to college, such as preparation for college admissions tests and help with applications. ISHS principals describing their STEM teachers as being more prepared to offer reform-oriented instruction emphasizing advanced skills and using project-based learning but not as being more likely to have a degree in the STEM area they teach. (See the Differences in Principal-Reported School Characteristics, by School Type and State Table below.)

ISHS principals report providing more experiences in real-world STEM settings, mentoring by STEM professionals, and independent STEM research opportunities. They also report offering more supports for the transition to college, STEM teachers using project-based learning and being more prepared to offer reform-oriented instruction emphasizing advanced skills such as preparation for college admissions tests and help with applications. ISHS principals describing their STEM teachers as being more prepared to offer reform-oriented instruction emphasizing advanced skills and using project-based learning but not as being more likely to have a degree in the STEM area they teach.