STEM Programs - Effective or Not? An Opinion

This year my family and I moved into a school cluster that has just implemented its first science, technology, engineering and mathematics (STEM) program at the middle school for sixth grade students. The school plans to expand the program to seventh grade and then eighth grade, the following year. This is our family’s first opportunity to have a child participating in a STEM program. Despite my years of experience as an educator, I did not know what to expect regarding the quality and rigor of the program. My only experience with STEM programs had included reading and hearing about these programs being implemented in schools within my own district, or being programs implemented in other districts across the country. Even then, my knowledge was very surface. Depending on the curriculum, school leadership and the teachers, the comments from parents varied regarding their perception of each programs effectiveness. As long as STEM programs/schools have been around, in my opinion the effectiveness of each was inconsistent, at best.

Although these were my experiences with STEM school and programs, I believed in the need to grow and shape more learners with science, mathematic and technological minds. Why not our own child? I thought, “At worst, I can just pull her out and put her back in the traditional program.” So, my husband and I agreed to give it a try! And now, as I listen to my 12-year old daughter host a team call with three other students, on FaceTime in preparation for the third project-based learning presentation, this time on weather patterns and informing a mock group about an approaching storm I am so pleased with my decision. Not only have I seen her build confidence to speak about science topics, but she can talk about them in an informative and in-depth manner. Additionally, she is learning how to take mathematical concepts and incorporate concepts and skills learning in mathematics and language arts. Because all of the project-based learning events are done collaboratively, she also is developing 21st-century skills in communication, problem solving and critical thinking. With the core disciplines covered by only three teachers, daily in a block schedule format, and elective courses such as technology, physical education, chorus being added to complement her STEM program courses, I can confidently say my child’s STEM program is effective, engaging and fun. How do I know? She has As in all of her courses, is performing exceptionally on districtwide assessments and enjoys school. But is this perception of effectiveness a consistent perspective held by all educators, leaders and parents involved in STEM programming?

English (2016) wrote that STEM programming has had mixed reviews regarding how others view its effectiveness. Factors such as a thoroughly developed curriculum that embeds “inquiry processes, problem solving, critical thinking, creativity and innovation as well as a strong focus on disciplinary knowledge” have been discovered to be the foundation to ensuring effective STEM programs (English, 2016, p. 3). The National Academies of Sciences, generated a report that defines specific baselines which politicians, educators and others should use to measure the effectiveness of a STEM program. These guidelines again include a strong and aligned curriculum, extremely competent teachers, accountability and assessment that supports instruction, an appropriate amount of instructional time, opportunity for all students to participate and a supportive growth culture in the school (National Research Council, 2011; Lin, 2011). Personally, I can attest that I have seen all of these factors strongly in place in at my daughter’s school and collective efforts by teachers, campus administration, cluster feeder schools, the parents community and the district to create a STEM program impact that grows and develops the skills of students in these disciplines a positive, engaging, accountable, and rigorous learning environment. The intentionality of my daughter’s school to create such comprehensive supports to implement the STEM is preparing her for future success in the areas of science, mathematics, technology and 21-century communication skills in a manner that she had not experienced before now. What is even better it is part of a local public school!

The program at my daughter’s school, would be defined by Gamoran (National Research Council, 2011) as a inclusive STEM program model in which a school includes a program focused around one or more STEM content areas, but provides unique STEM school experiences and services and educates the needs of a larger population of students who do not participate in the STEM program. At our school, the core disciplines have been divided among three instructors - science, mathematics, social studies/language arts. Science provides the foundational content for all projects in STEM and project-base learning experiences. Mathematics and language arts/social studies teach the core concepts of their disciplines but partner with science to help the students create application based projects that address issues currently being faced in science. There is a dedicated campus administrator to the STEM program, and technology is a required course for the entire first semester. Additionally, student learning time is group by block schedules and the traditional classes designed to complement the schedules of STEM students. The degree of planning and alignment demonstrated by this team of teachers and the school administration who works diligently to support the teachers, students and secure resources is amazing to see and defined as key characteristics for identifying effective STEM programs.

Considering that all school are not equal, I do understand why this level of alignment and coherence may not exist in all schools as it would take a tremendous amount of effort, cooperation and resources from teachers, administration, district leadership and parents. I applaud the work that I have seen thus far in my daughter’s school, and will continue to pay close attention to the outcomes I observe as a result of this school efforts, the teacher and campus leadership, and the very clearly outlined curricular goals. I wonder, have you checked out your local STEM program? Is it effective? If so, what factors are you using to justify or negate its effectiveness? If you have not considered the criteria I mentioned above, today would be a great day to begin measuring your local program using this criteria to evaluate the success or your favorite STEM program.

References

English, L. (2016). STEM education K-12: Perspectives on integration. International Journal of STEM Education, 3, 1 -8. Retrieved from https://stemeducationjournal.springeropen.com/track/pdf/10.1186/s40594-016-0036-1

Lin, R. (2011, July 14). How to make STEM education a success. eSchool News.

Retrieved from https://www.eschoolnews.com/2011/07/14/how-to-make-stem-education-a-success/2/

National Research Council. (2011). Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Committee on Highly Successful Science Programs for K-12 Science Education. Board on Science Education and Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. Retrieved from file:///Users/cristielavonmcclain/Downloads/13158.pdf