Education Commons^™

Innovative Education: Comparing The Success Of Stem And Traditional School Models, Timothy W. Kennedy

Education Theses and Dissertations

Abstract

This research study investigates the impacts of four specialized STEM education models—T-STEM (Texas Science, Technology, Engineering, and Mathematics), P-TECH (Pathways in Technology), Early College High Schools (ECHS), and New Tech Network schools (NTN) on student performance in Texas high schools. By analyzing aggregate student data collected by the state, this study compares the academic outcomes of students in these STEM-focused schools with those in traditional curriculum schools using ANCOVA (Analysis of Covariance) and Logistic Regression. The findings reveal mixed results: while some specialized STEM models show enhanced performance in STEM and other academic subjects, others do not consistently outperform …

The Uteach Program: Minimizing The Disconnect Between Teacher Preparation Programs And Teaching Actualized, Chanel Howard Veazy

Education Theses and Dissertations

New teachers entering classrooms from teacher preparation programs are inadequately prepared to handle the demands of educating today's youth, as the country confronts teacher shortages in historic numbers, particularly in the fields of science and mathematics. The research underscores the pressing need for adequately prepared teachers in today's classrooms, particularly in addressing teacher shortages, which have been historically significant, especially in science, technology, engineering and mathematics (STEM) fields such as science and mathematics. To address these issues, the University of Texas at Austin introduced the UTeach program in 1997 with the aim of improving the quantity and quality of secondary …

Evaluation And Improvement Of Processes And Metrics In A Dual Credit Program, Kristian E. Fischer

Education Theses and Dissertations

This dissertation used convergent mixed methods design in a program implementation evaluation of a dual credit program. A binary logistic regression was performed on dual credit enrollment persistence. A stakeholder survey was deployed to parents, administrators, instructors and counselors associated with the dual credit program. A full review of district documents related to dual credit was included as part of the qualitative component. The results of the regression indicated non-significance in the predictor variables for the dependent variable of dual credit persistence. The emergent themes from the survey included concerns about student readiness for dual credit coursework and a need …