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Abstract
Using observations and interviews, the researchers explore the experiences and perspectives of students, teachers, and administrators at six specialized high schools with a focus on science, technology, engineering, and mathematics (STEM) as they pertain to the practices and structures affecting student outcomes. Four themes were found to be common across schools: a culture of intellectualism and inclusion, a valuation on research, the role of inquiry, and the importance of personal responsibility and independent learning for students. Nuanced differences were noted across sites, notably the difference in student-reported levels of stress; however, substantial differences in student experiences based on STEM school model type were not observed.
Keywords high school, qualitative, science, STEM, special schools
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