The University, in collaboration with the American Psychological Association, recently received a $1 million grant from the National Science Foundation to begin research on the contributions of public high schools that specialize in science, technology and mathematics, the University announced yesterday.
The study, which will be conducted over the course of three years, will examine various aspects of specialized high schools and the resources they provide to students.
“Since these specialized high schools are not widely available, it is important to look at their strengths and the contributions they are making to students who are interested in these particular fields,” said Rena Subotnik, director of the American Psychological Association’s Center for Psychology in the Schools and Education.
Comparing the career paths of recent graduates from both specialized and traditional high schools, the study aims to assess whether students in specialized schools have a greater likelihood of continuing on to a career in the field of math or science.
“What we want to figure out is whether or not the likelihood of obtaining a degree in science-related areas increases after students graduate from specialized high schools,” Assoc. Education Prof. Robert Taisaid.
Examining specialized schools from across the country, Tai said, including the Illinois Math and Science Academy and the Arkansas School for Mathematics, Science and the Arts, the study will attempt to pinpoint which institutional practices exercised by such schools are associated with maintaining student interest in math and science.
“By identifying which aspects of the school have the most impact and are the most useful, information can then be provided to more traditional high schools who can then choose to replicate some of these practices,” Subotnik said.
The data, which will be collected from a wide range of schools “engaged in national conversation,” will also provide information to policy-makers concerning the benefits of these schools, in the hopes of allowing additional funding to be allocated for the research, Subotnik said.
With the study’s findings, parents and teachers will be able to understand how much students are affected by participating in these types of programs, which are currently growing in numbers, Tai added.
“Generally these schools have a positive impact on students,” Tai said. “The question is, how much?”
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