STEM Education for High-Ability Learners

Designing and Implementing Programming

Bronwyn MacFarlane

• Verlag: Routledge
• Jahr: 2021
• ISBN:
  9781000503487
• Auflage: 1
• Thema: Didattica
• Thema: Didattica generale

STEM Education for High-Ability Learners: Designing and Implementing Programming focuses on the rigorous articulation of quality STEM education programming to develop STEM talent among high-ability and gifted learners. The intent of this book is to provide a comprehensive resource for educators designing and implementing each of the supports within STEM education by providing a discussion of each critical component for inclusion in a planned, coherent, and high-quality sequenced system. This edited volume provides a cutting-edge discussion of best practices for delivering STEM education by experts in the field. The contributing authors provide a differentiated discussion and recommendations for the learning experiences of gifted students in STEM education programs.

PART I

Foundational Theories, Research, and Best Practices in STEM Education

CHAPTER 1

State Residential STEM Schools

A Case Study

Julia L. Roberts, Ed.D.

DOI: 10.4324/9781003238218-2

Schools with a focus on mathematics and science come in many forms, one of which is a residential school. Residential schools provide one of the educational services on the continuum planned to meet the unique needs of gifted adolescents (Cross & Miller, 2007; Rollins & Cross, 2014). Fifteen states have a state residential school that highlights science, technology, engineering, and mathematics (STEM). These schools provide opportunities for students to study at advanced levels and to do so with academic peers. Such schools allow students to accelerate their learning, especially in STEM subjects. Students at specialized state schools come from all corners of a state.

Three major reasons prompt establishing state residential STEM schools: One is educational, one relates to economic development, and the other is to keep exceptionally capable students in the state. The first goal is to offer opportunities for exceptional students to study at advanced levels. Many schools do not have the resources to develop the outstanding talents of students with interest in STEM careers. The second goal is to build a leadership cadre with expertise in STEM to promote economic development. The National Science Board (2010) put forth that “the long-term prosperity of our Nation will increasingly rely on talented and motivated individuals who will comprise the vanguard of scientific and technological innovation” (p. v). The third goal is to stem the “brain drain.” State and local leaders are concerned about the number of students leaving the state with the fear that they will not return. These three reasons have prompted several states to establish state residential high schools with a focus on STEM.

Information About State Residential STEM Schools

Clarion Call For STEM Education

National reports have encouraged states to establish state residential schools.

Rising Above the Gathering Storm (National Academy of Sciences, 2007) recommended the expansion of two approaches to improving K–12 science and mathematics education that are already being implemented. One of the recommended approaches was establishing statewide specialty high schools: “Statewide specialty high schools can foster leaders in science, technology, and mathematics” (p. 9). Creating STEM-focused schools is one of the seven recommendations of the President’s Council of Advisors on Science and Technology’s (2010) Prepare and Inspire: K–12 Education in Science, Technology, Engineering, and Math (STEM) for America’s Future. The report highlighted that “STEM-focused schools represent a unique National resource, both through their direct impact on students and as laboratories for experimenting with innovative approaches” (p. xii).

Brief History of State Residential STEM Schools

The first state residential STEM school was the North Carolina School of Science and Mathematics. It started in 1980 as an initiative of Governor James Hunt. The Illinois Mathematics and Science Academy opened in 1986, with the Texas Academy of Mathematics and Science getting its start in 1988. Since the 1980s, 12 other states have opened state residential STEM schools for a total of 15 states. Kentucky is the only state to have two such schools, with the second one planning to open in 2015. Table 1.1 details the schools.

TABLE 1.1 State Residential STEM Schools

School	Opening Year	Location	Website
Alabama School of Mathematics and Science	1991	Mobile, AL	www.asms.net
Arkansas School for Mathematics, Sciences, and the Arts	1993	Hot Springs, AR	www.asmsa.org
Craft Academy for Excellence in Science and Mathematics	2015	Morehead State University, Morehead, KY	www.moreheadstate.edu
Gatton Academy of Mathematics and Science in Kentucky	2007	Western Kentucky University, Bowling Green, KY	www.wku.edu
Georgia Academy of Aviation, Mathematics, Engineering, and Science	1997	Middle Georgia State College, Cochran, GA	www.mga.edu
Illinois Mathematics and Science Academy	1986	Aurora, IL	www.imsa.edu
Indiana Academy for Science, Mathematics, and Humanities	1990	Ball State University, Muncie, IN	www.bsu.edu
Kansas Academy of Mathematics and Science	2009	Fort Hays State University, Hays, KS	www.fhsu.edu
Louisiana School for Math, Science, and the Arts	1983	Northwestern State University, Natchitoches, LA	www.lsmsa.edu
Maine School of Science and Mathematics	1995	Limestone, ME	www.mssm.org
Mississippi School for Mathematics and Science	1987	Mississippi University for Women, Columbus, MS	www.themsms.org
Missouri Academy of Science, Mathematics, and Computing	2000	Northwest Missouri State University, Maryville, MO	www.nwmissouri.edu
North Carolina School of Science and Mathematics	1980	Durham, NC	www.ncssm.edu
Oklahoma School of Science and Mathematics	1990	Oklahoma City, OK	www.ossm.edu
South Carolina Governor’s School for Science and Mathematics	1988	Hartsville, SC	www.scgssm.org
Texas Academy of Mathematics and Science	1988	University of North Texas, Denton, TX	tams.unt.edu

Creating STEM-focused schools is one of the seven recommendations of the President’s Council of Advisors on Science and Technology’s (2010) Prepare and Inspire: K–12 Education in Science, Technology, Engineering, and Math (STEM) for America’s Future. The report highlighted that “STEM-focused schools represent a unique National resource, both through their direct impact on students and as laboratories for experimenting with innovative approaches” (p. xii).

What these schools have in common are the following: They are residential and open to students throughout the state, they receive support from the state budget, and students are selected based on their ability and interest in careers in science and mathematics. All of the schools include juniors and seniors, with a few also having sophomores in their student populations. A few of them also include the arts or humanities in their focus. Examples are the Arkansas School of Mathematics, Sciences and the Arts and the Indiana Schools of Science, Mathematics and Humanities.

Types of State STEM Schools

Two types of state residential STEM schools are represented in the 16 schools. The original model was the school with its own campus. The second model is the school located on a university campus. The free-standing schools have their own faculties and campuses. These schools have their own buildings and provide all services required by residential students. For example, they have their own laboratories, dining halls, and recreational facilities. Most of the state residential STEM schools represent this model.

The second model is characterized with a residence hall for the students on a university campus. Students take university courses with traditional college students and enjoy the services that are available on the campus. This model provides opportunities that are available on a university campus, such as visiting lecturers, musical events, recreational facilities, and expertise for research mentorships for students. This model also has the advantage of a lower budget.

Research on State Residential STEM Schools

Almarode, Subotnik, Crowe, Tai, Lee, and Nowlin (2014) stated, “Specialized science high schools offer an environment, both academic and social, in which interested students can explore the scientific world with both support and challenge” (p. 309). Rollins and Cross (2014) found “no evidence to support the notion that the residential school experience was harmful to student psychological development” (p. 337).

The study by Almarode et al. (2014) found “49.8% of the selective STEM school graduates completed an undergraduate STEM degree” (p. 321) compared with 22.6% of all U.S. students entering college who complete a STEM undergraduate degree (National Science Board, 2012).

Wai, Lubinski, Benbow, and Steiger’s (2010) longitudinal study showed that participating in numerous advanced precollegiate learning opportunities was linked to later accomplishments in STEM. The study by Almarode et al. (2014) found “49.8% of the selective STEM school graduates completed an undergraduate STEM degree” (p. 321) compared with 22.6% of all U.S. stu dents entering college who complete a STEM undergraduate degree (National Science Board, 2012). Almarode et al. (2014) found that “a student’s feelings of intellectual capacity in high school and the stability of interest in STEM related areas are strongly and positively associated with their persistence and earning an undergraduate degree in STEM” (p. 327).

A Case Study: The Gatton Academy of Mathematics and Science in Kentucky

The Carol Martin Gatton Academy of Mathematics and Science in Kentucky is an example of a state residential school that is located on the campus of Western Kentucky University (WKU). Gatton Academy students live in a specially designed residence hall and learn in university classes. There are many similarities with other state residential STEM schools, yet there are differences as well.

Getting Started

Dr. Julia Link Roberts, Director of The Center for Gifted Studies at WKU, and Dr. Charles McGruder, professor of physics and astronomy at WKU, submitted a proposal to the Kentucky Council of Higher Education in 1998. This proposal was to study the concept of having a state residential STEM school in Kentucky. Almost 10 years passed between the submission of this proposal and the opening of the doors to the first students at The Gatton Academy.

Years of advocacy and planning took place between the 1998 proposal and the state’s eventual adoption of the idea. Roberts (2010) provided details of the advocacy and planning that led to a state residential STEM school being included in the state budget. Important decision makers to be informed about this opportunity included the candidates for governor, legislators, superintendents of school districts, and others in positions of influence.

In 2005, the state budget included funds to renovate a residence hall on the campus of WKU. In August 2007, The Gatton Academy opened, and Florence Schneider Hall became the home of The Gatton Academy and The Center for Gifted Studies. In 2014, funding was approved at the state level that will allow reaching the initial vision of 200 total students. An expansion of Schneider Hall will add student rooms and a community space large enough for all students and staff to gather for seminars and other total group meetings.

Sending Schools

The Gatton Academy provides a way for educators across the Commonwealth of Kentucky to extend advanced learning opportunities for high school students. Students who come to The Gatton Academy remain dually enrolled with their sending high schools. The state’s per pupil funding continues to go to the sending school. All students at The Gatton Academy take the state assessment, and their scores are included with scores at the home high schools. In addition, educators at the sending schools are encouraged to celebrate honors and awards that the students receive, honoring the years spent learning during the previous years. These benefits were put in place to recognize and honor the local school districts and to assuage educators’ concerns about their student(s) going to The Gatton Academy.

Dual enrollment is also a benefit to Gatton Academy students. It keeps the students connected to their home area. It allows the student to participate in commencement and other special occasions with students with whom they grew up.

The Application Process

Students around the state apply for admission to The Gatton Academy in a process similar to applying to a selective college. The online application is available from the beginning of the school year and is due on February 1. Students apply as sophomores, and they must be Kentucky residents. Included in the application submission are the student’s transcripts from the freshman and sophomore years, ACT or SAT scores, letters of recommendation, and essays. Approximately 100 applicants are invited to come for a day of interviews as the final step in the process. An important part of the application process is the applicant’s interest in pursuing a career in one or more STEM disciplines. Applicants share their interests in STEM as well as potential career goals through essays and interviews. Approximately 60 rising juniors receive invitations to join the upcoming class at The Gatton Academy. With the planned expansion, the number in each class will increase to 100 annually.

Educators at the sending schools are encouraged to celebrate honors and awards that the students receive, honoring the years spent learning during the previous years. These benefits were put in place to recognize and honor the local school districts …. Dual enrollment is also a benefit to Gatton Academy students. It keeps the students connected to their home area. It allows the student to participate in commencement and other special occasions with students with whom they grew up.

Student Benefits

The Gatton Academy “allows [students] to engage in learning at levels at which most of their age-mates are not yet re...