ACADEMIC OUTCOMES OF STUDENTS IN STEM-ACCREDITED SCHOOLS
Date
2021-08
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Austin Peay State University
Abstract
Schools across the globe are looking to include quality Science, Technology, Engineering, and Mathematics (STEM) education in their schools. This research examined a collection of data over the effect on test scores in schools that implement STEM. This study also analyzed interviews with teachers and their thoughts on STEM and STEM professional development. Although many studies have discussed the positive effects of STEM in schools, there are few studies that explored how STEM schools influence test scores. There are difficulties with conducting this study because there are limited numbers of STEM schools. Even though many schools implement STEM, few schools are STEM accredited or have not been accredited for a prolonged period. The problem to be investigated is the comparison of United States assessment scores in STEM schools vs. Traditional schools (non-STEM). This study also examined STEM state test scores over a prolonged period. Finally, this study also sought to explore some of the factors that may have contributed to the inconsistent test scores in STEM schools across the United States by reviewing data on test scores in Ohio and North Carolina and interviewing educators who work in STEM schools. The findings of this research can serve as a guide to educators and administrators who are considering implementing STEM in their schools and how it can negatively affect or positively affect their school test scores.
Key Words: STEM, test scores, teacher education, STEM integration, professional development, state assessments
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Academic achievement, Science -- Study and teaching