A formative evaluation of Griffin High School integrative Science, Technology, Engineering, and Mathematics Academy
Thompson, Ezra Michael
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The objective of this study was to conduct a formative program evaluation in order to identify areas that need improvement in an integrative science, technology, engineering, and mathematics (STEM) education program. STEM disciplines have been historically linked to the status of a nation through the way the people live and work, and the power of the economy. In recent years, education systems across the country have been responding to calls from the U.S. government to increase and expand STEM literacy to all students. There is widespread effort among policymakers, industry leaders, and educators to improve the quality of STEM education at the K–12 level and to increase the number of students who are interested in those disciplines. Schools are motivated to develop quality STEM programs. This study of the integrative STEM Academy at Griffin High School in the Spalding County School District in the state of Georgia evaluated activities and processes of the implementation of the STEM program. Data regarding the program outcomes were collected and analyzed to identify discrepancies in areas that are of concern and to determine changes that will be necessary to improve the efficiency of the STEM Academy instructional practices.