MNA completes a large scale, multi-year quasi-experimental design (QED) evaluation study for the Johns Hopkins University (Baltimore, MD). SABES- STEM Achievement in Baltimore Elementary Schools– is an NSF-funded Math and Science Partnership project that engaged over 50 grades 3-5 teachers and over 2,500 students in nine schools across three neighborhoods in the City. The initiative utilized a multi-pronged approach to meet burgeoning STEM needs in City Schools that involved both school-day STEM teaching and community-based out-of-school STEM learning for students. Measurable impacts based on student standardized assessment scores were modest but encouraging when compared to students from six neighboring comparison schools. Students who were in schools that implemented SABES the longest made statistically significant gains in I-Ready Mathematics assessments. The students in these schools who also attended the SABES afterschool program the longest made statistically significant gains in Mathematics scores compared to students in the comparison schools. SABES had stronger motivational effects regarding STEM learning in participating schools than in comparison schools. The program’s effect on the teachers in the SABES schools is equally modest but encouraging. Observable change in teacher instruction suggests an emergent stage in inquiry-based instruction in elementary grades. Teachers reported greater comfort in teaching STEM content, particularly in physical science, earth and space science, and life science after attending the STEM academies offered over the last four years. In addition, teachers reported gaining insights through their work with the SABES instructional coaches and master teachers and with peers through the SABES professional learning community. Thanks to SABES project teams and staff for giving us the opportunity to be a part of this important initiative.
