The Impact of K-12 STEM After-school Programs on Students’ Academic Achievement Leonard Ealy Department of Elementary and Early Childhood Education Jackson State University

Introduction and Background STEM integrated after-school programs (ASP). Examples of STEM integrated ASPs TechBridge, Build IT, FIRST Robotics, Operation SMART The need for integrating STEM into ASPs?

Purpose of the Study Explore the factors that impact academic success. Examine the impact of STEM integrated afterschool programs.

Research Questions What does ‘academic success/achievement’ mean in this study? What is the impact of STEM on academic success? How does the integration of STEM into ASP impact students’ academic success? Academic literacy can be defined as the reading, writing, speaking, listening, and thinking skills  acadmic success http://gseweb.oit.uci.edu/person/warschauer_m/docs/promoting.pdf

Methodology Literature review on STEM ASP. Database(s): EBSCO Host, Google Scholar, ERIC Keywords: Afterschool, academic achievement, academic success, STEM education.

Research Findings The definition of academic success in this study: Academic abilities: Reading, writing, thinking (Intersegmental Committee, 2002; Warschauer, 2004) Academic skill-set: Decision making, problem solving, communicating (Intersegmental Committee, 2002; Warschauer, 2004) Academic preparedness (“Factors in K—12 education”, 2011; Bonous-Hammarth, 2000).

The Role of Afterschool Programs in Achieving Academic Success Benefits Comfortable learning environment (Watts, 2008) Engaging activities and lessons (Boccarro & Witt, 2003) Drawbacks May lack structure. (Cosden, 2001) Students may not be fully engaged. (Hawkins & Weis, 1985; Miller, 2003; Resnick et al., 1997). May not follow school curriculum. (Miller, 2003) Without a structured program that integrate STEM literacy, ASP won’t have a big impact. Remedy the lack of structure

The Impact of STEM on Academic Success Cognitive competency Critical thinking, innovation, deeper learning Interpersonal attributes Collaboration, communication, responsibility Intrapersonal attributes Flexibility, initiative, metacognition STEM workforce readiness Interest and engagement (Honey et al., 2014)

Conclusions With these research findings, it can be said that the integration of STEM into ASPs have a positive impact on the academic performance of students. Empirical research questions How should integrated STEM experiences be designed to account for educators’ and students’ varying levels of experience with integrated learning and STEM content? What effect does the engagement with STEM professionals as role models and mentors have on student interest, identity and self-efficacy in STEM?

Implications and Recommendations Cater to the learning needs of K-12 students in JPS Create community collaboration between ASPs and businesses/industries. Give STEM college students the opportunity to mentorship.

Future Direction(s) IRB approval Qualitative study Survey/Interview the stakeholders of STEM & afterschool programs in Jackson, MS .

Selected References (I) Alliance, A. (2011a). Afterschool: A vital partner in STEM education. Alliance, A. (2011b). STEM learning in afterschool: An analysis of impact and outcomes. Factors in K--12 Education That influence the success of racial and ethnic minority students in the STEM circuit. (2011). ASHE Higher Education Report., 36(6), 27–52. 26p. Han, S., Capraro, R., & Capraro, M. M. (2014). How science, technology, engineering, and mathematics (stem) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Mathematical Education in Science and Technology, 13(5), 1089– 1113. Implications for future research, policy, and practice in STEM education. (2011). ASHE Higher Education Report, 36(6), 87–126. 40p.

Selected References (II) Krishnamurthi, A., Ballard, M., & Noam, G. G. (2014). Examining the Impact of Afterschool STEM Programs. Afterschool Alliance. Retrieved from http://eric.ed.gov/?id=ED546628. Ma, X., & Klinger, D. A. (2000). Hierarchical Linear Modelling of Student and School Effects on Academic Achievement. Canadian Journal of Education / Revue Canadienne de L’éducation, 25(1), 41–55. Museus, S. D., Palmer, R. T., Davis, R. J., & Maramba, D. (2011). Racial and ethnic minority student success in STEM education: ASHE Higher Education Report. John Wiley & Sons. Sahin, A., Ayar, M. C., & Adiguzel, T. (2014). STEM related after-school program activities and associated outcomes on student learning. Educational Sciences: Theory and Practice, 14(1), 309–322. Warschauer, M., Grant, D., Real, G. D., & Rousseau, M. (2004). Promoting academic literacy with technology: successful laptop programs in K-12 schools. System, 32(4), 525–537.

Acknowledgements MS Science Teachers Association Jackson State University’s College of Education (Freshman to Ph.D. Program) University of Pennsylvania – MSI Program