Sustained Impact Evaluation of an Elementary Community School on Middle School STEM Outcomes

• In Event: Impacts of Community- and School-Based Interventions

Abstract

Impact evaluations of full-service community school efforts (FSCS) on STEM outcomes are limited in scope and lack experimental designs. This study applied a quasi-experimental explanatory sequential mixed methods design to evaluate the sustained impact from a FSCS on middle school STEM outcomes. Findings showed students in the FSCS (n = 54) performed significantly higher on math and science course grades in middle school and were at a lower risk of dropping out of high school compared to a matched comparison group (n = 54). Five themes from the elementary teachers’ explanations of results emerged with principal leadership as a primary theme. Meta-inferences for the qualitative and qualitative data are discussed within the context of the FSCS and STEM literature.

Authors

• Kristin L.K. Koskey, Drexel University

• Kathleen Provinzano, Drexel University

• Toni A. May (Sondergeld), Drexel University

• Alonzo Martice Flowers, Drexel University