Examining the influence of a STEM certification model on female, minority science outcomes

Jillian L. Wendt, Amanda Rockinson-Szapkiw and Megan Cordes

The Journal of Educational Research, 2018, vol. 111, issue 6, 666-677

Abstract: The authors of this exploratory study examine the influence of the Georgia science, technology, engineering, and mathematics (STEM) model; gender; race; and other achievement on elementary students’ science outcomes in Title I schools. Results of the study demonstrate that a positive relationship exists between students participating in a STEM-certified school and science achievement at the third-grade level (n = 339), and that race, gender, and mathematics and reading achievement did not significantly explain science achievement. At the Grade 5 level (n = 279), a negative relationship was found between science achievement and type of school, with students participating in STEM schools scoring lower than those students participating in non-STEM schools. Moreover, in Grade 5, the combination of demographic variables, race and gender, did significantly explain science achievement. The practical and empirical implications of the results are discussed.

Date: 2018
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DOI: 10.1080/00220671.2017.1396437

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