Specialized Public High Schools of Science, Mathematics, and Technology and the STEM Pipeline: What Do We Know Now and What Will We Know in 5 Years?

Specialized public high schools of science, mathematics, and technology are commonly viewed as the "crown jewel" of their respective school districts and, many times, of their respective states. These schools are intended to coalesce the most academically talented, science-focused students in each district or state and typically draw excellent teachers as well. As the nation considers policies to address Science, Technology, Engineering, and Mathematics (STEM) education issues, options for additional functions are likely to arise. Currently no existing studies provide a comprehensive analysis of the contribution these schools make over and above regular high schools to the STEM pipeline. This article presents the extant literature on variables that have been shown to predict participation in STEM careers on the part of adolescents in and out of specialized high schools. The literature review is followed by a description of a recently embarked 3-year National Science Foundation (NSF)-sponsored study designed to answer the following questions: Are specialized STEM high-school graduates more likely to remain in the STEM pipeline than students with similar achievement and interests who attended regular public high schools? Which educational/instructional practices used by specialized STEM high schools are associated with higher STEM pipeline retention rates in college and higher rates of entrance into STEM-related professions?