Science, Technology, Engineering, and Mathematics (STEM) Curriculum and Seventh Grade Mathematics and Science Achievement

The purpose of this quantitative research study was to evaluate to what degree Science, Technology, Engineering and Mathematics (STEM) education influenced mathematics and science achievement of seventh grade students in one Middle Tennessee school district. This research used an independent samples t test at the alpha = .05 level to evaluate achievement data of students in two middle schools, one with a STEM program and one following a traditional mathematics and science curriculum. The archival data used in this study were TCAP Achieve NCE scores of seventh grade students in both STEM (n=281) and traditional mathematics and science classes (n=350) in order to determine achievement and growth from the 2011-2012 school year to the 2012-2013 school year. A+RTM LearningLink(TM) formative assessment data were used to help determine to what extent STEM teaching and learning strategies impacted student achievement compared to the traditional mathematics and science classes from a school in the same district with similar demographics. The data analyses indicated that students enrolled in the traditional mathematics and science courses experienced significantly greater academic achievement and growth in both mathematics and science compared to the students enrolled in the STEM courses (p=.000). Additionally, the data results revealed the comparison (traditional) group experienced significantly greater academic gains in QuantileRTM scores for mathematical than participants in the STEM group (p=.002). These findings suggest that the pilot STEM program implemented within the Middle Tennessee School District was not associated with higher Math and Science achievement.;Keywords : STEM, Middle School, Mathematics, Science, Student Achievement.