From quality to outcomes: a national study of afterschool STEM programming

Abstract

Background: State afterschool networks across the US are engaged in system-building efforts to improve the quality of science, technology, engineering, and math (STEM)-focused afterschool programming. This study examined national trends in STEM program quality, youth outcomes, and the connections between these two data sources. Methods: One thousand five hundred ninety-nine youths (grades 4-12) enrolled in 158 STEM-focused afterschool programs across 11 state networks completed a retrospective self-assessment measuring STEM attitudes and socialemotional learning (SEL)/twenty-first-century skills. Two hundred fifty standardized observations of STEM activities were performed to measure STEM program quality. Results: (1) Most youth (65-85%) reported increases in STEM engagement, identity, career interest, career knowledge, relationships, critical thinking, and perseverance, with the largest gains reported by those engaging with STEM activities for 4 weeks or more; (2) there were significant, strong correlations between STEM and SEL/twenty-first-century outcomes reported by youth; and (3) youth participating in higher-quality STEM programming reported more growth than peers participating in lower-quality programs. Conclusion: This effort demonstrates how investments in STEM program quality yield high returns for programs and youth and how collaborations between research and practice can track successes and challenges, determine investments in program management, and expand advocacy and policy efforts. Additionally, this study supports a growing body of literature that suggests a synergy between youth development and STEM learning approaches that can improve outcomes for youth.

The effect of an in-school versus after-school delivery on students’ social and motivational outcomes in a technology-based physical activity program

“…These programs emphasize both conceptual learning and psychosocial dispositions that foster competence and interest in science to increase the likelihood that students can successfully pursue a career in science (National Research Council, 2015). These programs also often draw from the positive youth development (Ford & Lerner, 1992) perspective where the focus is not only on building STEM knowledge and skills, but also creating learning contexts that foster other developmental assets such as socioemotional development, critical thinking, and life skills (Allen et al, 2019).…”

“…One potential solution to this problem is to leverage the high-quality curricula and programs already in use as after-school programs and integrate them into the school day. Not only could this shift improve reach, it would also provide an opportunity to insert positive youth development program values (e.g., life learning beyond the curriculum content) into school day STEM learning (Allen et al, 2019). What is unknown is how this change of context-from after-school to inschool-may modify the learning climate for students, and, ultimately, impact established program outcomes.…”

The St. Jude STEM Clubs: An Afterschool STEM Club for Upper Elementary School Students in Memphis, TN

“…A retrospective postthen-pre design was chosen to avoid pretest sensitivity and response shift bias that results from pretest overestimation or underestimation (Howard, 1980;Rockwell and Kohn, 1989;Pratt et al, 2000;Lam and Bengo, 2003). On the final day of the program, student participants completed the Common Instrument Suite (CIS), a retrospective, self-change survey (Allen, 2019;Allen, 2017;Martinez et al 2014). During the survey, participants were asked to intentionally consider how their answers to each prompt have changed as a result of participation in the program, on a scale of "Much Less Now" to "Much More Now."…”

“…The mean score across each domain was calculated by The PEAR Institute at Harvard Medical School and McLean Hospital and provided through a Qualtrics data portal along with national normative data. National normative data represents students across the nation who participated in various OST STEM activities and are assumed to self-selected into the programs, making them an ideal comparison group as students in the SJSC select to participate (Allen, 2019).…”

STEM Professional Development for Youth Workers: Results of a Triangulated Study

“…The Common Instrument ([CI], n.d.; Allen et al, 2017;Martinez, Linkow, Velez, & DeLisi, 2014), a self-report survey, was used to measure youths' attitudes, interest, engagement, and career interest in STEM. Permission to use the CI for the purpose of this evaluation was obtained from PEAR.…”