ERIC Number: EJ1175280
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Does Applied STEM Course Taking Link to STEM Outcomes for High School Students with Learning Disabilities?
Gottfried, Michael A.; Sublett, Cameron
Journal of Learning Disabilities, v51 n3 p250-267 May-Jun 2018
Over the most recent two decades, federal policy has urged high schools to embed applied science, technology, engineering, and mathematics (STEM) courses into the curriculum to reinforce concepts learned in traditional math and science classes as well as to motivate students' interests and long-term pursuits in STEM areas. While prior research has examined whether these courses link to STEM persistence for the general student population, no work has examined the role of these courses for students with learning disabilities (LDs). This is a critical lapse, as these courses have been supported as being one path by which STEM material can become more accessible for students with diverse learning needs. Hence, this descriptive study examines the landscape of applied STEM course taking for students with LDs. The findings suggest students with LDs are less likely to take applied STEM courses in high school compared to the general population. Additionally, while the general population does benefit from taking these courses, there is a unique association between applied STEM course taking and advanced math and science course taking or math achievement for students with LDs. Hence, there is no evidence that applied STEM course taking is related to any closure of the STEM achievement gap for students with LDs.
Descriptors: STEM Education, Outcomes of Education, Learning Disabilities, High School Students, Correlation, Academic Persistence, Access to Education, Educational Benefits, Comparative Analysis, Mathematics Achievement, Achievement Gap, Longitudinal Studies, Regression (Statistics), Least Squares Statistics, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Sponsor: National Science Foundation (NSF), Division of Human Resource Development (HRD)
Authoring Institution: N/A
Grant or Contract Numbers: 1243179