NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1108530
Record Type: Journal
Publication Date: 2016
Pages: N/A
Abstractor: As Provided
ISSN: ISSN-0161-4681
Scaling up STEM Academies Statewide: Implementation, Network Supports, and Early Outcomes
Young, Viki; House, Ann; Sherer, David; Singleton, Corinne; Wang, Haiwen; Klopfenstein, Kristin
Teachers College Record, v118 n13 2016
This chapter presents a case study of scaling up the T-STEM initiative in Texas. Data come from the four-year longitudinal evaluation of the Texas High School Project (THSP). The evaluation studied the implementation and impact of T-STEM and the other THSP reforms using a mixed-methods design, including qualitative case studies; principal, teacher, and student surveys; and a quasi-experimental approach to examining the effects of the programs on student achievement and achievement-related behaviors. The chapter presents a brief description of T-STEM characteristics and early outcomes on math and science achievement. It then examines variation in the local interpretation and enactment of the blueprint designed to guide T-STEM academy development. A multidimensional infrastructure supported T-STEM implementation and provided needed technical assistance. Yet T-STEM academies' primary affiliations through their district or external support network provided the strongest context for implementation, shaping priorities and affording resources and know-how. The chapter offers key lessons for policymakers and practitioners engaged in supporting STEM efforts in particular and new school models in general.
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: N/A