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Background Limited research examines the effects of integrated science and engineering (SE) instruction emphasizing disciplinary literacy and language activities on engineering identity and content understanding. Far fewer studies target English learners (ELs). Purpose The impact of an SE intervention on the development of science, engineering, and technology knowledge as well as engineering identity was examined. To address ELs' learning needs, the curricular design was built on a validated SE model by integrating (1) developmental, (2) language scaffolds, and (3) culturally based accommodations. Design/Method Separate analysis of variance examined the effects of the intervention on science, engineering, and technology knowledge as well as engineering identity. The relationship among engineering identity and content outcomes was also examined. ELs from kindergarten to second grade classrooms were randomly assigned to the integrated SE group or control group. Results Integrated SE instruction significantly increased ELs' science, engineering, and technology knowledge as well as a substantially developed engineering identity. Overall, ELs' engineering identity is associated with an increase in science, engineering, and technology content knowledge. However, second grade girls' identity development was not associated with learning measures. These correlations suggest the context of the engineering activity may have reinforced gendered stereotypes and reduced the effects for girls' engineering attitudes. Conclusions Integrated SE instruction emphasizing disciplinary literacy and cultural accommodations increases early elementary ELs' learning and engineering identity. Future studies should examine the unique effects of language scaffolds and cultural modifications on student learning and the impact of gender stereotypes on girls' engineering attitudes.

Despite the impetus from professional organizations for science and math integration, evidence in support of such efforts in raising both science and mathematics achievement is scarce, particularly for underrepresented students. The available literature is mixed especially regarding impact on mathematics outcomes. This exploratory study documents the impact of the Middle School Math and Science (MS)2 Integration project based on the results of the internal evaluation of an intensive teacher training model for integrated science and mathematics in middle school. Multivariate analysis of variance shows (MS)2 positively impacted middle school students’ science and mathematics knowledge in this sample of diverse students. Overall, the (MS)2 group outperformed the comparison group. There was also evidence that students who received (MS)2 integrated instruction in science classrooms slightly outperformed those who received (MS)2 integrated instruction in math classrooms. Multiple regression results indicated that (MS)2 group membership and opportunity to learn through integrated instruction were significant predictors of students’ science and mathematics scores. Although students in (MS)2 classrooms were more likely to have higher achievement scores, the frequency of integrated instruction opportunities also significantly predicted student achievement, particularly in mathematics classrooms. Ethnicity and gender were not significant predictors of student scores. Implications are discussed.

Students with autism may struggle to develop the academic skills necessary for success in school and beyond. Understanding and improving academic skills performance requires appropriate measurement approaches. One such option that has been minimally studied with students with autism is curriculum-based measurement (CBM). Coinciding with the need to study different approaches to academic skills measurement for students with autism was the global pandemic which forced a shift to remote service delivery with little warning. While some autistic students struggled with this shift, others thrived, raising questions about how to further support students with autism in virtual formats.The purpose of this study was to examine the feasibility of using remotely administered CBM for autistic students by studying both the practicality and acceptability of this approach. Five students with autism (Grades 2-5) participated in this pilot study, completing reading, math, and writing CBMs at three time points. Student behavior and assessor fidelity were collected to examine practicality; assessor ratings of usability provided insight regarding the acceptability of the approach. Results indicated that remotely administered CBM is feasible for some students with autism: all participants completed the study tasks with minimal behavioral difficulties, and assessor ratings of acceptability were high.