Abstract:

This ongoing longitudinal study examines the implementation of project-based learning and problem-based learning in four STEM focused schools. The STEM model implemented at each school was adapted from the 2010 Texas STEM Academy Blueprint. The blueprint was the model for turn-around as each school was not meeting Texas Education Accountability requirements.

Each of the schools serve a different demographic including:
1) large urban population;
2) small urban targeted population;
3) rural targeted population; and
4) small urban population.

A mixed-methods approach is utilized to analyze the results each year. The focus of the research is based on overall accountability ratings with a targeted focus on math and science achievement. Other factors are also included in the study such as fidelity to the STEM Blueprint, School Culture, Social Emotional Learning, Restorative Practices, Student Academic Growth, Closing the Gaps, and Surveys from students, school personnel, and families. The paper will provide results to date which includes analyses of 10 years of data for three of the schools and 4 years of data for the other. Results indicate by year two of implementation of the model positive results in both academic and non-academic areas are realized.

Keywords:

Project-based Learning (PBL), Problem-Based Learning (PrBL), STEM, Achievement, SEL, STEM Blueprint.