Standard 16


PROGRAM EVALUATION: School/program conducts evaluative activities to ensure the effectiveness of STEM implementation. 

- Collecting and analyzing data gathered through surveys
- Encouraging the use of rubrics to help students set goals

What Does It Look Like?

One form of evaluation we include is this specific question on our yearly Title I survey: STEM (Science, Technology, Engineering, Math) learning opportunities are evident in my child's classroom. Parents may add comments for improvements and successes they see in order to guide the school's continued STEM improvement. As we were reflecting upon our STEM curriculum and instructional methods, we wanted to determine growth of STEM implementation over the last five years. Therefore, a survey was created to gauge the faculty’s overall mindset in regard to STEM initiatives. The survey of the teachers included the number of STEM experiences teachers provide their students. The results showed that 33% of the faculty provided more experiences currently than in recent years.


As we increased STEM opportunities school wide, we witnessed growth as shown on the SC School Report Card.  In our most recent SC Report Card, earned an Overall Rating of “Good” with a score of 59 when our previous rating was “Average”.  A rating of “Good” means that school performance exceeds the criteria to ensure all students meet the Profile of the SC Graduate.  We would like to note that our Overall score was just three points shy of an “Excellent” rating.  Our most recent report card also showed growth in the areas of Engagement and Student Progress. Our Engagement was previously “Average”, and we increased our rating to “Good”. Our Student Progress score moved from “Below Average” to “Excellent”.


In our effort to be more inclusive of all students we pay close attention to the Overall Percentage of Progress Points Earned by Subgroup. Our school’s total percentage of progress points was 75.5% for all students.  Each subgroup, regardless of ethnicity and socio- economic status, exceeded the total percentage except for the disabled population.  That subgroup had a rate of progress points earned of 69%. 


For the past few years, we have been offering Afterschool Math Camp to students who fall between the 15th and 49th percentile. This year with the students being virtual we offered a Virtual Zoom Math Camp afterschool from 3:30-4:30. The following students participated. We looked at both last year’s Winter MAP data (the last testing before COVID) and their Fall MAP data to measure growth. We saw a lot of slide in the fall due to missing school. We also saw a few high false fall scores because students might have taken the test virtually and had assistance. Therefore, we needed to look at varying points for accuracy. Out of the 24 students who had winter to winter data, 18 of them increased their percentile rank from last winter-putting them back to preCOVID learning. Out of the 25 students who tested this fall, 21 of them increased from their fall percentile rank. Considering all that has happened we were pleased with these results because a year’s growth keeps you at the same percentile rank.



A strength of our program is that we extended it to become school wide.  All students, regardless of abilities, have opportunities within our STEM program. Our increase in participation has grown and this is evidenced by growth across almost every subgroup.  The  decisions we make regarding STEM practices are data driven. 


We have seen the evidence of positive effects of STEM on student achievement.  We will continue to design opportunities for all students to continue to increase student achievement. We will continue to focus on data in order to make decisions with funding for field trip experiences, continued support through afterschool activities like Math Camp, and providing supplies and assistance for classroom implementation of STEM.


A challenge is that we have a widely diverse population with choice programs and the housing some of the district’s severely disabled.  Our students come from very diverse backgrounds.  It is challenging to engage all students and meet their needs. We also have teachers in our building with various experiences with STEM learning.

Continuous Improvement

The STEM leadership team is currently planning on providing a more comprehensive survey and the need for additional professional development in STEM instructional practices based on the needs of individual teachers. We are also planning on conducting a survey of students to target their interests and understandings about STEM.