Impacts of attending an inclusive STEM high school: meta-analytic estimates from five studies

International Journal of STEM Education

Table 2 ISHS and comparison school samples compared to all state high schools

Characteristic	Cohort 1		Cohort 2		All NC high schools (n = 596)	Cohort 3		Cohort 4		All TX high schools (n = 1,450)	Cohort 5		All OH high schools (n = 506)
Characteristic	ISHSs (n = 12)	Comparison schools (n = 16)	ISHSs (n = 11)	Comparison schools (n = 9)	All NC high schools (n = 596)	ISHSs (n = 23)	Comparison schools (n = 19)	ISHSs (n = 21)	Comparison schools (n = 11)	All TX high schools (n = 1,450)	ISHS (n = 10)	Comparison schools (n = 8)	All OH high schools (n = 506)
Average student enrollment^a	389	1,019	478	765	804	477	929	496	994	901	433	685	821
Program Improvement status	0.42	0.45	0.38	0.33	0.39	0.13	0.21	0.14	0.18	0.16	0.40	0.13	0.43
Percent under-represented minority students	62.6	38.3	60.5	51.9	38.9	74.2	73.4	73.3	74.9	51.6	59.8	21.5	35.3
Percent economically disadvantaged students	56.6	52.2	55.9	61.7	49.4	66.6	65.9	64.4	70.5	53.5	67.0	41.8	53.2

^aWe approximated school-level enrollment for from ISHSs that are schools-within-a-school without their own school code in the state data system by extrapolating from the number of students on grade 12 and grade 9 rosters collected as part of student survey administration. For demographic variables, we used state data for the larger schools within which these schools were contained. Under-represented minority students African American, Hispanic/Latino, or Native American