6.10 STEM learning outcomes demonstrate students’ STEM literacy necessary for the next level of STEM learning for post-secondary and workforce readiness.
For the past five years, data has been gathered in the areas of science and math through the Palmetto Assessment of State Standards in third, fourth, and fifth grades. All students in these grade levels have been assessed using the PASS math test, and all fourth graders have taken PASS science each year. Students in third and fifth grades are randomly selected to take the science PASS, so those scores do not represent the entire student body each year.
To create an overview of STEM literacy, longitudinal data from English Language Arts, Math, and Science are displayed below.
For the past five years, data has been gathered in the areas of science and math through the Palmetto Assessment of State Standards in third, fourth, and fifth grades. All students in these grade levels have been assessed using the PASS math test, and all fourth graders have taken PASS science each year. Students in third and fifth grades are randomly selected to take the science PASS, so those scores do not represent the entire student body each year.
To create an overview of STEM literacy, longitudinal data from English Language Arts, Math, and Science are displayed below.
Percent of students scoring Met or Exemplary
Third grade scores show consistent growth over time, but some scores in fourth and fifth grades demonstrate the need for focused instruction in math and science. As our students are challenged with more relevant and higher-level STEM instruction, we aim to see their performance on standardized tests reflect application of a deeper understanding of scientific and mathematical practices and habits of mind.
The following data from the Measure of Academic Progress assessment demonstrate continuous growth over time in the area of math.
The following data from the Measure of Academic Progress assessment demonstrate continuous growth over time in the area of math.
This group of students was introduced to STEM learning experiences as fourth graders, and showed continuous growth in math through their spring mean RIT scores from year to year on the Measure of Academic Progress.
This group of students are currently fifth graders, and have had the benefit of STEM learning experiences since third grade. They have similarly shown continuous growth in math, as evidenced by spring mean RIT scores on the Measure of Academic Progress.
In order to be exemplary in this area, we are researching the possibility of offering ACT Aspire in the area of science. When combined with ACT Aspire math data, we will be able to gain a picture of students’ overall STEM literacy and their levels of preparation in the areas of college and career readiness.
A current goal of Michael C. Riley, together with the school district, is to develop a rubric of indicators, skills, and expectations that students will demonstrate by the end of each grade level. This will provide consistent support in helping students to incrementally achieve college and workforce readiness. Teachers also reflect in grade-level teams on students’ achievement of content specific skills, and collaborative evaluation of the success of particular challenges, units, or learning activities is an area we are focusing on building.
A current goal of Michael C. Riley, together with the school district, is to develop a rubric of indicators, skills, and expectations that students will demonstrate by the end of each grade level. This will provide consistent support in helping students to incrementally achieve college and workforce readiness. Teachers also reflect in grade-level teams on students’ achievement of content specific skills, and collaborative evaluation of the success of particular challenges, units, or learning activities is an area we are focusing on building.