The effect of a middle grades STEM initiative on students' cognitive and non-cognitive outcomes

被引：8

作者：

Adams, Elizabeth L. ^{[1
,2
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机构：

[1] North Carolina State Univ, NC State Univ, 317 Poe Hall,Box 7801, Raleigh, NC 27695 USA

[2] Southern Methodist Univ, POB 750114, Dallas, TX 75275 USA

来源：

STUDIES IN EDUCATIONAL EVALUATION | 2021年 / 68卷

关键词：

Evaluation; Middle schools; Quasi-experimental; STEM education; HIGH-SCHOOL; ENGAGEMENT; COLLEGE; GRIT; PARTNERSHIPS; IMPACT;

D O I：

10.1016/j.stueduc.2021.100983

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study is an evaluation of a STEM initiative in one school district with five participating middle schools. I used two quasi-experimental methods including instrumental variables and inverse propensity score weights to test the effect of the initiative on students? cognitive and non-cognitive outcomes. Overall, students at STEM schools demonstrated lower science achievement (p < .05). Subgroup analyses showed that Limited English Proficient students at STEM schools demonstrated increased reading achievement and fewer unexcused absences (p < .001). Black students demonstrated increased grit (p < .01), and Hispanic students demonstrated increased control and relevance in learning (p < .001).

引用

页数：12

共 70 条

[1] Measuring cognitive and psychological engagement: Validation of the student engagement instrument [J].