The Impact of a Professional Development–Focused STEM Program on Elementary Student Achievement: A Randomized Control Trial

• In Event: Unpacking Sense-Making and Achievement in Science Learning Environments

Abstract

This paper presents an impact investigation of the first two years of a five-year STEM program on elementary students’ science and mathematics achievement in a large school system in the southern U.S. Thirty-four K-5 campuses was randomly assigned to a treatment/control (business-as-usual) condition using stratified sampling (based on school-wide student economic background and achievement averages). Mathematics and science outcomes were NWEA MAP science and math scores. Hierarchical linear modeling results indicated one year exposure to the program had a positive impact on student mathematics achievement for high-poverty and high achieving schools and on student science achievement. Two-year exposure did not indicate any significant impact, perhaps, due to COVID-19 interruption. Result also revealed achievement gaps for female and ethnically marginalized students.

Authors

• Adem Ekmekci, Rice University
  Presenting Author

• Kim Boddie Wright, Rice University - Kinder Institute
  Non-Presenting Author

• Jeffrey Keese, Mercer University
  Non-Presenting Author

• Hersh C. Waxman, Texas A&M University
  Non-Presenting Author