Applied STEM improves outcomes for high school students with learning disabilities

Applied STEM improves outcomes for high school students with learning disabilities
Studying an applied STEM course could help students with learning disabilities (LD) complete secondary school and transition successfully to college, according to a study published in Educational Policy.

Students with learning disabilities face significant academic challenges in secondary school, as well as greater risks of dropping out altogether. Studying courses like applied STEM, which focus on applying math and science skills more directly to practical job experiences, may help them to make the connection between learning and opportunities beyond secondary school, and to see the importance of continuing with their studies.

In order to examine the role applied STEM might have in improving outcomes for LD students, Jay Stratte Plasman and Michael A. Gottfried analyzed data from the U.S. Department of Education to see if there was any link between studying applied STEM and dropout. While students generally appeared to benefit from studying applied STEM, the advantages were greater for those with learning disabilities.  
They calculated a two percent dropout rate for LD students who study applied STEM versus 12 percent for LD students who do not. Their analysis also demonstrated that LD students who studied applied STEM were 2.35 times more likely to enroll in college immediately after high school, and 2.23 times more likely to go to college two years after completing high school, than LD students who did not study applied STEM. 


Johns Hopkins University 

Research in Brief

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