Evidence of Effectiveness and Excellence Gaps: Initial and Two Replication Studies of a STEM Intervention

• In Event: Advancing Equity in Gifted Education

Abstract

A STEM intervention integrating engineering and science curricula was investigated through three studies. We conducted one study with two replications to examine the achievement of gifted Grade 2-4 students exposed to the intervention and to explore whether excellence gaps were evident on an above-level science test. For all three studies, we found no achievement differences by gender or meal subsidy status. In the initial study and first replication, students who identified as underrepresented minorities scored lower than their peers, but there were no differences in the second replication. The intervention had consistent positive effects and stronger effects with each replication. The increasing efficacy of the professional development team and of teachers’ curriculum implementation are possible explanations for the improved effects.

Authors

• Jill L. Adelson, Adelson Research & Consulting, LLC

• Ann E. Robinson, University of Arkansas at Little Rock

• Lisa Marie Ridgley, University of San Diego

• Keila Moreno Navarrete, University of Arkansas at Little Rock