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Evaluation of the PreK-12 STEM Pathway

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Title: Evaluation of the PreK-12 STEM Pathway
Language: English
Authors: Abt Global
Source: Abt Global. 2024.
Availability: Abt Global. 4550 Montgomery Avenue Suite 800 North, Bethesda, MD 20814. Tel: 301-347-5000; Fax: 301-634-1801; Web site: https://www.abtglobal.com/
Peer Reviewed: N
Page Count: 88
Publication Date: 2024
Sponsoring Agency: Community Training and Assistance Center (CTAC)
Office of Elementary and Secondary Education (OESE) (ED), Education Innovation and Research (EIR)
Contract Number: U411C180223
Document Type: Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Secondary Education
Descriptors: STEM Education, Guided Pathways, Evaluation, Elementary Secondary Education, Engineering Education, Computer Science Education, Curriculum Implementation, Integrated Curriculum, Active Learning, Student Projects, Faculty Development, Capacity Building, Gender Differences, Multilingualism, Hispanic American Students
Geographic Terms: California
Abstract: The purpose of this report is to provide findings from the Abt Global independent evaluation of the PreK-12 STEM Pathway program. The Community Training and Assistance Center (CTAC), a nonprofit organization focused on supporting educational innovation and community change, received an Education Innovation and Research (EIR) Early Phase grant from the U.S. Department of Education in 2018 to develop and implement the PreK-12 STEM Pathway intervention in California's Tracy Unified School District (TUSD). This report examines the implementation of the PreK-12 STEM Pathway program from school year 2019-20 through school year 2022-23. It also examines the effects of the PreK-12 STEM Pathway program on English language arts (ELA), math, and science achievement (collectively, "academic achievement"). To implement this program, CTAC and TUSD developed a multi-tiered system of leadership teams, made up of teachers from across the district, school and district leaders, and STEM industry and civic community leaders. These teams developed, revised, and trained the districts' teachers on 52 multidisciplinary, hands-on, project-based curricular units for every core PreK-12 math and science course. The project evaluation found one positive and statistically significant finding for the subgroup analysis run on the impact on Multilingual Learners (MLL) students in science. The study did not find any other statistically significant effects of the PreK-12 STEM Pathway program on achievement or college readiness outcomes. The evaluators consider this finding to be preliminary and worthy of further exploration. Lessons learned from this study will inform continued efforts to develop and implement high-quality, hands-on STEM experiences for students, as well as have implications for STEM curriculum development and STEM research more broadly. The Technical Appendix includes Appendix A. Fidelity of Implementation Matrix; Appendix B. Fidelity of Implementation Findings; Appendix C. Impact Study Design Supplemental Information; Appendix D. Baseline Equivalence and Representativeness; and Appendix E. Impact Study Findings Tables.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED662255
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Community Training and Assistance Center (CTAC)<br />Office of Elementary and Secondary Education (OESE) (ED), Education Innovation and Research (EIR)
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: The purpose of this report is to provide findings from the Abt Global independent evaluation of the PreK-12 STEM Pathway program. The Community Training and Assistance Center (CTAC), a nonprofit organization focused on supporting educational innovation and community change, received an Education Innovation and Research (EIR) Early Phase grant from the U.S. Department of Education in 2018 to develop and implement the PreK-12 STEM Pathway intervention in California's Tracy Unified School District (TUSD). This report examines the implementation of the PreK-12 STEM Pathway program from school year 2019-20 through school year 2022-23. It also examines the effects of the PreK-12 STEM Pathway program on English language arts (ELA), math, and science achievement (collectively, "academic achievement"). To implement this program, CTAC and TUSD developed a multi-tiered system of leadership teams, made up of teachers from across the district, school and district leaders, and STEM industry and civic community leaders. These teams developed, revised, and trained the districts' teachers on 52 multidisciplinary, hands-on, project-based curricular units for every core PreK-12 math and science course. The project evaluation found one positive and statistically significant finding for the subgroup analysis run on the impact on Multilingual Learners (MLL) students in science. The study did not find any other statistically significant effects of the PreK-12 STEM Pathway program on achievement or college readiness outcomes. The evaluators consider this finding to be preliminary and worthy of further exploration. Lessons learned from this study will inform continued efforts to develop and implement high-quality, hands-on STEM experiences for students, as well as have implications for STEM curriculum development and STEM research more broadly. The Technical Appendix includes Appendix A. Fidelity of Implementation Matrix; Appendix B. Fidelity of Implementation Findings; Appendix C. Impact Study Design Supplemental Information; Appendix D. Baseline Equivalence and Representativeness; and Appendix E. Impact Study Findings Tables.
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 88
    Subjects:
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Guided Pathways
        Type: general
      – SubjectFull: Evaluation
        Type: general
      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Engineering Education
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      – SubjectFull: Computer Science Education
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      – SubjectFull: Active Learning
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      – SubjectFull: Faculty Development
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      – SubjectFull: Capacity Building
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      – SubjectFull: Gender Differences
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      – SubjectFull: Hispanic American Students
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      – SubjectFull: California
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      – TitleFull: Evaluation of the PreK-12 STEM Pathway
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