1. Welcome to the State of the STEM School Address National Inventor’s Hall of Fame ® School Center for Science, Technology, Engineering and Mathematics (STEM) Learning February 23, 2012

2. Melanie LaForce, PhD and Sarah Rand, MA NIHF-STEM Student and Teacher Findings OSLN Study Year 1

3. Background Information The purpose of the study is to better understand the STEM “Platform Schools” within the Ohio STEM Learning Network (OSLN) To understand the ways that teachers, students, school leaders, and school partners implement STEM school models To learn about ways that innovative STEM practices are spread between schools and regions and sustained over time

4. Understanding Implementation at STEM schools We define innovation models by essential components. What makes your school your school? How is your school enacting these components? What factors (context, disposition) contribute to or inhibit implementation?

5. Sources of Data The Instructional Questionnaire asked questions about the instructional structures and practices used at NIHF-STEM The Factor Questionnaire asked questions about factors that may influence the implementation of practices in STEM schools The Student Questionnaire asked questions about student feelings about the school, attitudes about STEM, and motivation and confidence in STEM and learning. NIHF-STEM All Other OSLN Schools Teacher Instructional Questionnaire2054 Teacher Factor Questionnaire2168 Student Questionnaire211429

6. Participating STEM Schools Dayton Regional STEM School, Dayton, OH Metro Early College High School, Columbus, OH National Inventors Hall of Fame School, Akron, OH MC 2 STEM High School, Cleveland, OH Hughes STEM High School, Cincinnati, OH Number of Districts Served

7. Participating STEM Schools

8. Percent Free/Reduced LunchPercent Special Education

9. Student Questionnaires NIHF-STEM (n=211)All other OSLN (n=547) Male60%52% Female40%48% Grade 541%0% Grade 651%0% Grade 735%0% Grade 80%5% Grade 9 and above0%95%

10. Topics of Key Findings Student Attitudes toward STEM and school Reports of their own behavior Teacher Perceptions about staff Perceptions about their school/district

11. Considerations There are unique factors about NIHF-STEM (and all schools in our sample) that may influence data. NIHF-STEM -younger student population, somewhat more experienced teacher population Data are presented here in a format for school benefit. In our analysis work, we use data in a different way. Our questionnaire and other instruments are always being improved.

12. Student Findings

13. Reasons for Attending NIHF-STEM

14. Student Intrinsic Motivation and Self-Efficacy Intrinsic Motivation – General I want to do well in school. I want to succeed in the world outside of school. I want to learn as much as I can. Intrinsic Motivation – STEM I am interested in (science, math, engineering, technology) I enjoy learning about (science, math, engineering, technology) Self-Efficacy – General I have the skills and ability to do my schoolwork. I will be able to achieve most of the goals I have set for myself When facing difficult tasks, I know I will accomplish them. Self-Efficacy – STEM I am good at (science, math, engineering, technology) I have the skills and ability to learn (science, math, engineering, technology) * Strongly Agree to Strongly Disagree scale

15. Intrinsic Motivation Note: 1= Strongly Disagree – 6= Strongly Agree

16. Self-Efficacy Note: 1= Strongly Disagree – 6= Strongly Agree

17. Attitudes about School % Indicating “Agree” or “Strongly Agree”

18. Students are engaged in cognitively demanding work Students responded to a series of items measuring the extent to which they participate in assignments, tasks, and work that is cognitively demanding. Items measuring student cognitive demand include: I make hypotheses. I analyze (organize, process, manipulate, re-evaluate) data. I support my conclusions with evidence. I explain my reasoning. I consider alternative explanations/arguments. I analyze subject-specific text (e.g. section from a textbook or an article, paragraph from an autobiography, a mathematical algorithm, opening from play, etc.) NIHF-STEM students reported high levels of cognitive demand

19. Students are engaged in cognitively demanding work Table 2: Student engagement in cognitively demanding work

20. Teacher Findings

21. Staff treat one another with trust and respect Items measuring the extent to which staff respect and trust one another include: Staff at my school treat one another with respect. Staff at my school trust one another. NIHF-STEM teachers report high levels of trust and respect amongst staff.

22. Staff treat one another with trust and respect Figure 6. Staff at my school trust one another.

23. Staff spread practices Staff share practices they enact in their classrooms and schools with others. Items include: Staff at my school share practices with others outside of my school. My school is a source of information and learning for other schools. NIHF-STEM teachers show high rates of reporting staff spread practices.

24. Staff spread practices Figure 7. Staff at my school share practices with others outside of my school.

25. School Innovativeness Innovativeness: the extent to which an individual or organization seeks out, creates, and/or enacts new ways of doing things. Items measuring school innovativeness include: My school experiments with new practices. My school reflects on or questions existing ways of doing things. My school is not afraid to make mistakes. My school looks for alternative ways of doing things. My school is among the first to try new things. NIHF-STEM teachers report very high levels of school innovativeness. OSLN schools overall reported more variability in “My school is not afraid to make mistakes.”

26. School Innovativeness Figure 31. My school experiments with new practices.

27. School Innovativeness Figure 34. My school is not afraid to make mistakes.

28. School Effectiveness School effectiveness items measure evidence (can be empirical or informal) that an innovation accomplishes desired outcomes. Items measuring school effectiveness include: My school accomplishes its goals about student learning. My school accomplishes its goals in terms of developing student interest in STEM. Evidence from other schools suggests that the approaches my school uses are effective. NIHF-STEM teachers report very high ratings of school effectiveness.

29. School Effectiveness Figure 39. My school accomplishes its goals in terms of developing student interest in STEM.

30. Resource Sufficiency Resource sufficiency: the extent to which users feel they have enough resources to implement the innovation. Items measuring resource sufficiency include: I have all the materials I need to teach effectively. This school has sufficient resources that allow me to do my job effectively. NIHF-STEM teachers report very high levels of resource sufficiency as compared to other OSLN schools.

31. Resource Sufficiency

32. STEM Hub Participation Figure 46. Do you participate in your regional STEM hub?

33. Opportunities for Learning The extent to which sources of growth and development for implementers of an innovation are present. Items measuring opportunities for learning include: My school provides me with sources of growth and development. My district provides me with sources of growth and development. The regional STEM hub provides me with sources of growth and development. I am provided with sufficient opportunities for growth and development to be an effective teacher at my school. NIHF-STEM teachers report high levels of professional development opportunities

34. Opportunities for Learning Figure 47. My school provides me with sources of growth and development.

35. Opportunities for Learning Figure 48. My district provides me with sources of growth and development.

36. Next Steps Site Visit- This week! Teacher Interviews School Leader Interviews Observations Student Focus Groups Spring Questionnaires Teacher & School Leader Instructional Questionnaire: Spring 2012 Teacher & School Leader Factor Questionnaire: Spring 2012 Student Questionnaire: Spring 2012

38. Data Visualizations

39. STEM Community Group

40. Melanie LaForce, PhD laforce@uchicago.edu Sarah Rand, MA srand@uchicago.edu www.cemse.uchicago.edu www.researcherswithoutborders.org To access this presentation and reports, please visit www.researcherswithoutborders.org/NIHF