A Nation Empowered Vol. 2 by Susan G. Assouline & Nicholas Colangelo & Joyce VanTassel-Baska & Ann Lupkowski-Shoplik

Author:Susan G. Assouline & Nicholas Colangelo & Joyce VanTassel-Baska & Ann Lupkowski-Shoplik
Language: eng
Format: mobi, epub
Tags: Evidence Trumps the Excuses Holding Back America’s Brightest Students
Publisher: The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development
Published: 2015-05-06T07:00:00+00:00

Chapter 11

State Residential STEM Schools: A Model for Accelerated Learning

Julia Link Roberts, The Center for Gifted Studies, Western Kentucky University, Bowling Green, Kentucky

Corey Alderdice, Arkansas School for Mathematics, Sciences, and the Arts, Hot Springs, Arkansas

ABSTRACT

State residential STEM schools provide unique challenges and opportunities to participating students. The students leave home at a younger age than is typical, but they are immediately included in a community of other young, like-minded scholars. These schools provide formal and informal academic and social support systems as well as challenging high school and college coursework. In addition to providing access to high-level research opportunities, they offer connections between the schools and selected local resources. The authors review 16 STEM schools across the United States, report research findings, and discuss the pros and cons of attending one of these specialized state residential schools; additionally, they describe outreach programs and other ways in which the schools have an impact on both teachers and the broader population of gifted students in their home states.

INTRODUCTION

Acceleration can be accomplished in various formats, and two of those involve engaging advanced learners in opportunities earlier than their age-mates and beginning college before others of their age group. State residential schools for mathematics and science offer such opportunities for acceleration. They provide environments for young people who are ready for advanced learning and thrive when such accelerated coursework is offered whether it is with college courses, Advanced Placement courses, or other types of accelerated coursework.

MISSION

Although the mission statements of the state residential schools vary, three shared goals are to enhance economic development for the state, provide advanced educational opportunities for students, and assist in teacher training and development to extend the benefits of the programs throughout the state. A stated, or perhaps unstated goal, is to stop the brain drain and keep outstanding young people from exiting the state. The economic development advantage comes from encouraging students who are ready for advanced educational opportunities in science, technology, engineering, and mathematics (STEM) disciplines to pursue those studies at an early age. The long-term goal is to have graduates of residential STEM high schools become emerging leaders in the state as they pursue STEM careers. In order to address the goal of providing advanced educational opportunities, the instructional and learning experiences at the state residential schools typically exceed the STEM curriculum that most high school day programs can offer.

In addition, legislators in a few states established outreach, teacher professional development, distance education, and content creation goals within the mission statements for their residential schools. For example, the strategic plan of the North Carolina School of Science and Mathematics extends the mission to provide academically talented students across North Carolina innovative educational opportunities in science, technology, engineering, and mathematics that prepare them to become leaders and innovators in STEM fields. The strategic plan also expands the school’s commitment to improve educational opportunities for students and educators from across North Carolina through distance education and other extended programs.

Finn and Hockett (2012) seek to arrive at a working

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