Abstract
Inclusive STEM high schools are designed to address racial, gender, and socioeconomic disparities in access to high-quality STEM education. Our study focuses on an inclusive, computer-science-themed, regional high school in Virginia, which admits students via a weighted random lottery. Using a quasi-experimental design, we analyzed a restricted-use, longitudinal dataset to compare outcomes for admitted students to those of a propensity-matched group of non-admitted applicants who attended traditional schools. Results from the school’s first two years show positive effects of admission on computer science course-taking and attendance, but negative effects on several standardized test outcomes. Our study contributes to research examining the potential of schools designed for equity and centered on STEM, and underscores the importance of careful analytic approaches to evaluation.
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