Despite different choices made by individual districts in developing middle school STEM programs, our research found many commonalities. This report specifically focuses on uncovering successful practices for developing and enhancing middle school STEM programs. Different models of STEM programs (e.g., STEM electives, fully integrated STEM curriculum, interdisciplinary STEM programs) and program outcomes are also explored.
STEM program structureAll contacts note that STEM programs should be integrated into the regular curricula to increase the impact programming has on student knowledge retention. At Institution B, contacts explain that students are less likely to retain information taught in isolation, without connections made to other disciplines or topics. However, if students approach a topic in an integrated manner, they can appreciate the topic from several points of view (e.g., learning about physics from a historical perspective). Similarly, contacts at District C and School D emphasize that STEM programs should not create a division between STEM-proper courses and other courses.
Qualifications for participation in selective STEM programming at School DReading competency
Students must have a reading level in the 60th percentile.
Interest in STEM
Students show a genuine interest in STEM.
GPA requirement
Students have and maintain a 3.25 GPA.
Program implementation and teaching strategiesContacts at School A and School D explain that buy-in from leadership, stemming from administrative change, led to more substantial STEM programs. While the program existed prior to changes in administration, contacts at School D explain that a new superintendent’s support for the existing program directed funding and renewed interest towards enhancing STEM learning. Similarly at School A, the STEM program expanded as a result of the new head of curriculum, who hoped to foster more robust STEM…