Investigating Methods for the Selection of Students into Specialist Science Secondary Schools

Specialist science secondary schools (SSSS) aim to strengthen the STEM pipeline by selecting students capable of succeeding in demanding STEM environments. This study, grounded in Social Cognitive Career Theory, examined stakeholder perceptions of desirable pre-entry attributes across two SSSS in Thailand and Australia. Using surveys (n=197) and interviews (n=35), six attribute categories emerged: Initiative, Cognitive Ability, Motivation, Challenge, Collaboration, and Altruism. Critical thinking was emphasised most, while creativity was valued least. Entry exams effectively assessed cognitive traits, whereas interviews and performance tasks suited non-cognitive attributes. Correlations linked assessment outcomes with achievement and STEM aspirations, supporting multi-method admissions.