scholarly journals Addressing the Ceiling Effect when Assessing STEM Out-Of-School Time Experiences

2021 ◽  
Vol 6 ◽  
Author(s):  
Nancy L. Staus ◽  
Kari O'Connell ◽  
Martin Storksdieck
Keyword(s):  
Ceiling Effect ◽  
Stem Learning ◽  
Informal Science Learning ◽  
Measured Variable ◽  
Out Of School Time ◽  
Positive Effects ◽  
Stem Programs ◽  
School Time ◽  
Using Data ◽  
Informal Stem Learning

The aim of this paper is to describe an analytical approach for addressing the ceiling effect, a measurement limitation that affects research and evaluation efforts in informal STEM learning projects. The ceiling effect occurs when a large proportion of subjects begin a study with very high scores on the measured variable(s), such that participation in an educational experience cannot yield significant gains among these learners. This effect is widespread in informal science learning due to the self-selective nature of participation in these experiences, such that participants are already interested in and knowledgeable about the content area. When the ceiling effect is present, no conclusions can be drawn regarding the influence of an intervention on participants’ learning outcomes which could lead evaluators and funders to underestimate the positive effects of STEM programs. We discuss how the use of person-centered analytic approaches that segment samples in theory driven ways could help address the ceiling effect and provide an illustrative example using data from a recent evaluation of a STEM afterschool program.

Out-of-School-Time Programs: A Meta-Analysis of Effects for At-Risk Students

2006 ◽  
Vol 76 (2) ◽  
pp. 275-313 ◽  
Author(s):  
Patricia A. Lauer ◽  
Motoko Akiba ◽  
Stephanie B. Wilkerson ◽  
Helen S. Apthorp ◽  
David Snow ◽  
...  
Keyword(s):  
At Risk ◽  
Meta Analysis ◽  
At Risk Students ◽  
After School ◽  
Out Of School Time ◽  
Positive Effects ◽  
School Time ◽  
Summer Schools ◽  
Meta Analyses ◽  
Out Of School

Schools and districts are adopting out-of-school-time (OST) programs such as after-school programs and summer schools to supplement the education of low-achieving students. However, research has painted a mixed picture of their effectiveness. To clarify OST impacts, this synthesis examined research on OST programs for assisting at-risk students in reading and/or mathematics. Researchers analyzed 35 OST studies that employed control or comparison groups and met other inclusion criteria. Meta-analyses indicated small but statistically significant positive effects of OST on both reading and mathematics student achievement and larger positive effect sizes for programs with specific characteristics such as tutoring in reading. Whether the OST program took place after school or during the summer did not make a difference in effectiveness.

scholarly journals Overview of Current After School - OST STEM Programs for Girls

2021 ◽  
Vol 1 (1) ◽  
pp. 68-92
Author(s):  
Zeynep Gecu-Parmaksiz ◽  
Janette Hughes ◽  
Tess Butler-Ulrich
Keyword(s):  
Best Practices ◽  
Gender Gap ◽  
After School ◽  
Out Of School Time ◽  
Stem Programs ◽  
School Time ◽  
Stem Pipeline ◽  
Underrepresentation Of Women ◽  
Social And Cultural Factors ◽  
Out Of School

Historically, there has been a gender gap within the STEM pipeline, resulting in the underrepresentation of women in STEM fields. Current efforts, both within and outside of educational institutions, have been developed to target girls’ specific needs with the aim of supporting girls' interest and engagement in STEM. The following paper examines the social and cultural factors that perpetuate the gender gap in STEM. It also provides a review and critique of six existing Canadian Out of School Time (OST) STEM programs and the principles used in their development and implementation. Conclusions from this review suggest that OST programs, when developed using best practices, may play a crucial role in encouraging girls to pursue a STEM career. Four primary best practices include: social and collaborative learning, topics related to girls' interests, development of STEM identity, and length of the program (for example, programs done over a longer period of time are generally more effective than programs completed over a shorter duration). Although the COVID-19 pandemic has caused some of these programs to migrate online, these four promising practices transcend face-to-face versus online boundaries. As a result, programs should continue to follow these pedagogical approaches to foster girls' interests in STEM. Keywords: gender inequality, out of school time programs, social learning, STEM education, STEM programming

scholarly journals Mothers’ Satisfaction with Youth Out-of-School-Time Programs

2012 ◽  
Vol 7 (4) ◽  
pp. 25-36
Author(s):  
Juyoung Jang ◽  
Jodi Dworkin
Keyword(s):  
Working Hours ◽  
Youth Workers ◽  
Logit Models ◽  
Policy Makers ◽  
Out Of School Time ◽  
Positive Effects ◽  
School Time ◽  
Ordered Logistic Regression ◽  
The Relationship ◽  
Out Of School

The purpose of this study was to investigate the factors related to mothers’ satisfaction with youth out-of-school-time (OST) programs. The relationship to demographic characteristics and the effects of mother’s perception of youth OST program opportunities on mothers’ satisfaction with OST programs are discussed in this paper. Ordered logistic regression revealed the positive effects of partner’s working hours, mother’s education, and mother’s perception on mother satisfaction. Generalized ordered logit models further revealed that the effects of the variables and the effects of child sex, income, and race differed by the level of mother satisfaction. These findings have important implications for youth workers and policy makers.

scholarly journals Out-of-school time STEM program: Students’ attitudes toward and career interests in mathematics and science

2019 ◽  
Vol 8 (2) ◽  
pp. 356
Author(s):  
Guan Saw ◽  
Brendan Swagerty ◽  
Shon Brewington ◽  
Chi-Ning Chang ◽  
Ryan Culbertson
Keyword(s):  
Motivational Factors ◽  
Career Interests ◽  
School Students ◽  
Out Of School Time ◽  
Stem Programs ◽  
School Time ◽  
Math And Science ◽  
Students Attitudes ◽  
And Mathematics ◽  
Out Of School

<span>Internationally, out-of-school time (OST) science, technology, engineering, and mathematics (STEM) programs abound. However, rigorous evidence of their impacts on student outcomes is scarce. This study evaluated the relationships between OST STEM program participation and student motivational factors in math and science by analyzing survey and administrative data of 1.017 middle school students who participated in the seven-week, STEM-focused Prefreshman Engineering Program (PREP) in San Antonio, Texas, from 2015 to 2017. Multiple regression results indicated that the PREP participation was positively associated with students’ attitudes toward math and interests in math-related careers, whereas the effects on students’ attitudes toward science and career interests in science were negligible. No evidence was found to suggest that the associations between PREP participation and student motivational factors in math and science differed by gender, race/ethnicity, or socioeconomic status.</span>

scholarly journals A Scoping Review of Inclusive Out-of-School Time Physical Activity Programs for Children and Youth With Physical Disabilities

2018 ◽  
Vol 35 (1) ◽  
pp. 111-138 ◽  
Author(s):  
Kelly P. Arbour-Nicitopoulos ◽  
Viviane Grassmann ◽  
Krystn Orr ◽  
Amy C. McPherson ◽  
Guy E. Faulkner ◽  
...  
Keyword(s):  
Physical Activity ◽  
Best Practice ◽  
Physical Disabilities ◽  
Skill Development ◽  
Out Of School Time ◽  
Positive Effects ◽  
Practice Recommendations ◽  
School Time ◽  
Physical Activity Programs ◽  
Out Of School

The objective of this study was to comprehensively evaluate inclusive out-of-school time physical activity programs for children/youth with physical disabilities. A search of the published literature was conducted and augmented by international expertise. A quality appraisal was conducted; only studies with quality ratings ≥60% informed our best practice recommendations. Seventeen studies were included using qualitative (n = 9), quantitative (n = 5), or mixed (n = 3) designs. Programs had a diversity of age groups, group sizes, and durations. Most programs were recreational level, involving both genders. Rehabilitation staff were the most common leaders. Outcomes focused on social skills/relationships, physical skill development, and psychological well-being, with overall positive effects shown in these areas. The best practice recommendations are consistent with an abilities-based approach emphasizing common group goals and interests; cooperative activities; mastery-oriented, individualized instruction; and developmentally appropriate, challenging activities. Results indicate that inclusive out-of-school time physical activity programs are important for positive psychosocial and physical skill development of children/youth with physical disabilities.

scholarly journals Book Review–Measure, Use, Improve! Data Use in Out-of-School Time

2021 ◽  
Vol 16 (1) ◽  
pp. 153-160
Author(s):  
M. Maureen Toomey
Keyword(s):  
Youth Development ◽  
Data Use ◽  
Evaluation Process ◽  
Evaluation Systems ◽  
Out Of School Time ◽  
Continuous Quality ◽  
School Time ◽  
Youth Development Professionals ◽  
Using Data ◽  
Out Of School

Measure, Use, Improve! Data Use in Out-of-School Time offers out-of-school time (OST) professionals practical lessons and approaches to measurement and data use. Editors Christina A. Russell and Corey Newhouse assembled notable contributors who offer conversant perspectives on evaluation systems within diverse OST organizations. Its 4 thematic sections address issues and provide action-oriented solutions from OST programs, evaluation intermediaries, and funders. Key discussions across chapters include (a) moving forward using data to inform continuous quality improvement, (b) supporting youth development professionals, (c) ensuring equity and inclusion in the evaluation process, and (d) recognizing what it takes to move forward. 

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