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Characteristics and Effects of a Statewide STEM Program
ARTICLE

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K-12 STEM Education Volume 1, Number 4, Publisher: The Institute for the Promotion of Teaching Science and Technology (IPST)

Abstract

A comprehensive statewide STEM (science, technology, engineering, mathematics) reform initiative enters its fifth year in the U.S. state of Iowa. A significant proportion of the state’s pre K-12 students and teachers participate in one or more of the twenty programs offered, ranging from classroom curricular innovations to teacher professional development, and from community STEM festivals to career exploration events. An external, inter-university evaluation consortium measures annual progress of the initiative through the Iowa STEM Monitoring Project. Results show citizens to be increasingly aware of and supporting of STEM education; students to be increasingly interested in STEM as well as outperforming nonparticipating peers on state math and science tests; and teachers more confident and knowledgeable in teaching STEM. Iowa’s STEM initiative has garnered national acclaim though challenges remain with regard to expanding the participation of learners of diversity, as well as ensuring the long-term sustainability of the programs and structures that define Iowa’s statewide STEM initiative.

Citation

Weld, J., Heiden, E. & Kemis, M. (2015). Characteristics and Effects of a Statewide STEM Program. K-12 STEM Education, 1(4), 167-180. The Institute for the Promotion of Teaching Science and Technology (IPST). Retrieved November 28, 2022 from .