Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high school and college. Yet, little is known about the link between AS-CTE coursetaking and college STEM persistence for students with learning disabilities (LDs). Using a nationally representative data set, we found no evidence that earning more units of AS-CTE in high school influenced college enrollment patterns or major selection in non-AS STEM fields for students with LDs. That said, students with LDs who earned more units of AS-CTE in high school were more likely to seriously consider and ultimately declare AS-related STEM majors in college.

美国最近的教育政策促进了以科学、技术、工程和数学 (STEM) 职业为重点的课程的发展，以支持高中生在大学及以后坚持进入这些领域。作为一个关键的例子，联邦立法将新型“应用 STEM”（AS）课程嵌入到职业和技术教育课程（CTE）中，这可以帮助学生在高中和大学期间坚持 STEM。然而，对于有学习障碍的学生 (LD) 的 AS-CTE 课程学习与大学 STEM 坚持之间的联系知之甚少。使用具有全国代表性的数据集，我们发现没有证据表明在高中获得更多的 AS-CTE 单元会影响大学入学模式或非 AS STEM 领域的 LD 学生的专业选择。那说，